ethnic groups where parents’ lack of fluency in English inhibits their access to social
networking. As noted in the results, students whose parents attend and participate in
school related events show slightly higher scores on the four outcome variables tested
here, so access to social capital for specific ethnic groups may inhibit their children’s
academic achievement. However, parents who attend school events may be involved in
their children’s lives in many other ways, so the act of attending school events may not
be as important as other types of involvement not included in this study.
Limited to the variables included in the model, the strength of the coefficients alone
suggests that SES may have the strongest influence on adolescent academic achievement.
Within cyclical economic systems, SES can change dramatically in a short period of time
which makes understanding how SES affects achievement even more important. No
single research project can be considered conclusive or the final statement on any subject.
This study has added support to the growing body of research that suggests a link
between parental involvement and academic achievement. Because academic
achievement is so vital over the course of a lifetime, it is hoped that future research will
be undertaken to better understand how these variables are related.