Parental Involvement, Instructional Expenditures, Family Socioeconomic Attributes, and Student Achievement

The influence of parental involvement, socioeconomic status of parents, and instructional supplies expenditures on mathematics achievement scores of Grade 4 students in a low-income county in North Carolina were examined. An educational production function framework was used to analyze the influence...

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Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 2001-11, Vol.95 (2), p.110-115
Main Authors: Okpala, Comfort O., Okpala, Amon O., Smith, Frederick E.
Format: Article
Language:English
Subjects:
Academic achievement
Accountability
Biological and medical sciences
Black students
Economics
Education finance
Education reform
Educational Finance
Educational Policy
Educational psychology
Educational research
Educational Resources
Elementary schools
Expenditure per Student
Expenditures
Families & family life
family economics status
Fundamental and applied biological sciences. Psychology
Grade 4
Hypotheses
Influence
instructional expenditures
Instructional Materials
Intermediate Grades
Low Income Groups
Mathematics
Mathematics Achievement
Mathematics education
North Carolina
Parent Participation
parental involvement
Production functions
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Public schools
Pupil and student. Academic achievement and failure
Quality
Racial identity
School boards
School districts
School finance
School year
Socioeconomic factors
Socioeconomic Status
Students
Volunteerism
Volunteers
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Summary:The influence of parental involvement, socioeconomic status of parents, and instructional supplies expenditures on mathematics achievement scores of Grade 4 students in a low-income county in North Carolina were examined. An educational production function framework was used to analyze the influence of educational resources on mathematics achievement scores. Pearson product-moment correlation and ordinary least squares regression were used to determine the overall strength of each relation and the variables with the greatest impact on mathematics achievement. Results indicated that instructional supplies expenditures per pupil and parental volunteer hours were not statistically significant in explaining mathematics test scores. Furthermore, results showed that the percentage of students in free/reduced-price lunch programs was related negatively to students' academic performance in mathematics. This finding supports the notion that economic circumstances are correlated with academic achievement.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220670109596579