The relationship between parental involvement and 12 th grade math achievement
Yock, Shu Hua Yvonne
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Parental home and school involvement at 10 th grade of a nationally representative sample from the Education Longitudinal Study of 2002 (ELS: 2002) were analyzed to determine its impact on the math achievement of 12 th graders from urban, public high school. The study aimed to replicate similar studies using middle school sample. The study also investigated whether parental involvement moderated the math achievement of Hispanic and African American students. Multiple regression was the method of analysis. Unlike studies with middle school students, there was no significant effect of parent-child discussion and parent's participation in school activities on 12 th grade math achievement. Instead, for home involvement, rules about grades and homework were negatively associated with 12 th grade math achievement which was consistent with previous findings. School involvement did not have any effect on 12 th grade math achievement. This study also did not find parental involvement to be more beneficial to the math achievement of African American and Hispanic students than White students. This study concluded that parental home and school involvement might not be as pertinent to high school students as it was for middle school students.