ERIC Number: ED319591
Record Type: RIE
Publication Date: 1990
Reference Count: 0
Social Class and Ability Group Placement in Mathematics in the Transition to Seventh Grade: The Role of Parental Involvement.
Useem, Elizabeth L.
On the premise that it is important to examine parental attitudes as children enter the middle grades since it is at this point that decision shaping students' subsequent course taking patterns are made, this study examined the degree to which parents were involved in the assignment of their children to mathematics courses in the seventh grade. Two adjacent suburban school districts having similar demographics but different policies on track placement were chosen for the study. Data indicating parental social class, educational level, and involvement in their children's education were collected by using scales and interviews. There was a high correlation between the parents' educational level and student placement in mathematics ability groups in the sixth and seventh grade. Students in the lowest level were significantly more likely than students in the other two levels to be living in a single parent family. Parental knowledge about the tracking system, parental integration into school affairs and informal parental networks, parental intervention in children's education, and parental influence over children's math course choices. (YP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).