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ERIC Number: ED451447
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 26
Abstractor: N/A
Reference Count: N/A
Do Increased Levels of Parental Involvement Account for Social Class Differences in Track Placement?
Kelly, Sean
This paper attempts to determine whether increased levels of involvement among socially advantaged parents accounts for children's track placements. Research has shown that students of higher social classes have a greater advantage in attaining placement in elite math sequences. Data from the National Educational Longitudinal Survey (1988) was used to look at sophomore-year track placements in math sequences. The results indicated that highly educated parents were more involved in their child's education. The sole indicator that was not positively correlated was when parents requested students to be held back. The results support the idea that social class has an effect across all of the math sequence transitions. Social class operates regardless of the level of student achievement, although the effect on math sequence placement was strongest, regardless of the level of student achievement. An investigation of the relationship between direct parent involvement and trait placement suggests that an ordered categorical model is appropriate. Appendix is "Coding Procedures for Transcript File." (Contains 8 tables and 32 references.) (Author/JDM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A