Document Type

Dissertation

Department

Educational Administration and Supervision

First Advisor's Name

Peter J. Cistone

First Advisor's Committee Title

Committee chair

Second Advisor's Name

Delia Garcia

Second Advisor's Committee Title

Committee member

Third Advisor's Name

Thomas Reio

Third Advisor's Committee Title

Committee member

Fourth Advisor's Name

Linda Spears-Bunton

Fourth Advisor's Committee Title

Committee member

Keywords

Parent Involvement, Middle School Students, Latino Students, Immigrant parents of Middle School Students, Reading and Math achievement of Latino Students

Date of Defense

3-31-2016

Abstract

The Latino population in the United States is projected to increase significantly in the upcoming years as well as the numbers of Latino students enrolled in public schools. These schools are challenged with a gap in Latino student achievement when compared to White non-Hispanic students. Studies indicate that parental involvement in school settings has been correlated to student achievement and that parental involvement is lower for Latino parents than White parents.

The purpose of this research study was to examine the relationship between parental involvement of seventh grade middle school Latino students and students’ reading and mathematics achievement. The study also examined selected relevant demographic variables, including socioeconomic status, parents’ level of education, single versus two-parent families, and the gender of the students and parents.

The theoretical framework that supported this research study was derived from Joyce Epstein’s (1991) model for parental involvement.

Identifier

FIDC000275

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