FINDINGS AND DISCUSSION
Rather than an attempt to propose a solution which would encourage or enable
parents to become more involved in their children’s scholastic activities, the intent of this
thesis is to build upon a significant body of existing research that suggests a correlation
between parental involvement, family structure, and academic achievement. The results
of this study are consistent with the findings in the original study and lend credence to the
ideas that intact family structure and certain types of parental involvement have positive
effects on academic achievement.
This study was accomplished by using data collected in 2002 and 2004 in the
Education Longitudinal Study (ELS) and replicating the Jeynes (2005) study which
utilized data collected in the National Education Longitudinal Survey (NELS) for the
years 1990 and 1992. Based on a substantial review of literature produced by prior
research as well as findings in the original study, four hypotheses were established.
Hypothesis 1: Students from families that include both biological parents are likely to
exhibit greater academic achievement relative to students from non-
traditional family structures.
Although they are far from conclusive, the regression coefficients produced in this
study generally support Hypothesis 1. While the standardized coefficients are not as
strong as those found in the original study, student scores on three of the four
independent variables are positive and statistically significant. In addition, the dependent