An Analysis of the Impact of Parent Education Level and Family Income on the Academic Achievement of Students of Hispanic and White Ethnicities

Autor/in	Siegel, Scott M.
Titel	An Analysis of the Impact of Parent Education Level and Family Income on the Academic Achievement of Students of Hispanic and White Ethnicities
Quelle	(2011), (219 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of the Pacific
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1245-7110-2
Schlagwörter	Hochschulschrift; Dissertation; Achievement Gap; Family Income; Educational Attainment; Parent Background; Grade 5; Academic Achievement; Hispanic American Students; White Students; Limited English Speaking; State Standards; Achievement Tests; English (Second Language); Second Language Learning; Multiple Regression Analysis; Socioeconomic Status; Scores; Intervention; Elementary School Students; Correlation; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Familieneinkommen; Bildungsabschluss; Bildungsgut; Elternhaus; School year 05; 5. Schuljahr; Schuljahr 05; Schulleistung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Socio-economic status; Sozioökonomischer Status; Korrelation; Kalifornien
Abstract	The purpose of this study was to analyze the impact of the socioeconomic factors of parent education level and family income on the academic achievement of students of Hispanic and white ethnicities. Scaled scores from the 2009 administration of the California Standards Tests in English language arts and mathematics and matched demographic information for 18,000 second through fifth grade students from six school districts in the San Joaquin Valley constituted the data source for this study. Multiple regressions were the primary statistical test used to analyze the data. The results showed a statistically significant gap in achievement between Hispanic and white students. After correcting for socioeconomic status and students of limited English proficiency, a residual achievement gap of roughly 0.1 of a standard deviation remained between white and Hispanic students. Further analysis showed no gap at low socioeconomic levels and a widening discrepancy in scores with increasing family income and parental education levels. These results may be indicative of differential expectations for white and Hispanic students. Additional testing for the effects of school-wide variables found a small negative impact on student achievement for schools with high average parental education levels, possibly caused by stronger interventions at schools with low average parental education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10