Date of Award
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
This study examined the relationship between parent involvement and academic achievement of high school students. Twenty-two questions from a parent questionnaire developed by Ingels, Thalji Pulliam, Bartor, and Frankel (1994) were used to measure parent involvement. The questions focused on the family's background the teenager's school life, the parent's contact with the school, the teenager's family life, and the teen's friends. Moreover, student final grades, student attendance record, and the number of student referrals to the discipline office were obtained. The sample consisted of 245 grade ten high school students from an urban Ontario secondary school. General level students experienced statistically significant higher rates of suspension from school in comparison to advanced level students. Parents of general level students contacted the school more often about teens' plans after leaving high school, attendance, and behaviour and were more knowledgeable about how well their teenagers were performing in school. Parents of the advanced level students were less satisfied with the range of available programs. For students in the advance level, there was a statistically significant relationship between attendance, final grades, and the number of times students were referred to the discipline office. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1999 .M45. Source: Masters Abstracts International, Volume: 39-02, page: 0340. Adviser: Linda McKay. Thesis (M.Ed.)--University of Windsor (Canada), 1999.
Melville, Marion Rae., "The relationship between parent involvement and student achievement in general and advanced-level English courses." (1999). Electronic Theses and Dissertations. 4215.