variable which was comprised of data collected two years after the independent variable
for family structure yields a statistically significant, positive coefficient.
Hypothesis 2: Academic achievement scores for students who discuss school activities with
their parents will be higher than scores for students who do not discuss school
activities with their parents.
Hypothesis 2 also appears to gain support in the regression model created with the
more recent data set. For the reading, math and combined math/reading variables, parents
discussing school did, in fact, have higher scores, than students whose parents did not
discuss scholastic activities. Standardized coefficients for the discussion variable are
consistent with the same variables in the original Jeynes study.
Hypothesis 3: Students from families where parental involvement includes checking up on
their homework will likely exhibit lower academic achievement scores relative
to those students whose parents do not check up on their homework.
Hypothesis 3 is also supported in the current study. This hypothesis was predicated
on the results of the original study, and the current data set produced results consistent
with those found by Jeynes. Although the coefficients are relatively weak, coefficients for
parents’ checking up on their children’s homework on three of the four achievement
variables are negative and statistically significant.
Hypothesis 4: After controlling for all other variables, family SES will emerge as the
variable having the largest effect on academic achievement.
Hypothesis 4 is also supported by this study. Although Jeynes’ standardized
coefficients indicate that SES has the strongest effect on academic achievement, the