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|Title:||The Effects of Parental Educational Level and Selected School Variables Across Academic Tracks on Student Reading Achievement|
|Author(s):||Clark, Sanza Barbara|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Sociology of|
|Abstract:||This study reanalyzes the reading achievement data collected by the International Association for the Evaluation of Educational Achievement (IEA) for their six-subject survey. The multiple regression model used in the IEA studies is replaced with an analysis of linear structural relationships (LISREL) model which does not assume an unidirectional causal relation between the variables and which also does not assume error-free measurement of variables in the model. A primary research concern of this study is whether or not the educational level of the father, mother, principal, or teacher has an effect on student reading achievement, and if this effect is consistent across academic tracks or programs.
This study shows that the LISREL statistical model does enable the assessment of the relative importance of the home and school factors. It is an improvement over the multiple regression models in those countries where the theoretical model is appropriate. In such cases the educational level of the educators has a greater impact on student reading achievement than does the educational level of the parents. This pattern is consistent across tracks. The study further shows that the largest single factor influencing achievement across countries is the type of program the student is taking. Type of program taken is highly correlated with the educational level of the parents. Highly educated parents tend to have children enrolled in an academic program or school. Parents with less education tend to have children enrolled in either a general or a vocational program.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1985.
|Date Available in IDEALS:||2014-12-15|