Parents' Education Level As a Predictor of High School Student Achievement

BACKGROUND/PURPOSE:

The achievement gaps among different groups are interminable points of debate in the United Stated. In the 2011-12 school year, approximately 750,000 or about 1 in 4 students dropped out of American public high schools. Myriad negative consequences result from dropping out including lower lifetime income and tax contributions, increased dependence on social welfare benefits, criminal activity involvement, and greater health issues. This study sought to examine the relationship between parental academic achievement and outcomes of their children related to academic achievement, behavior, and dropouts. Hypothesis: Parents’ level of education will be correlated to lower educational performance, GPA, and attendance.

METHODS:

The High School Longitudinal Study of 2009 (HSLS:09) is the fifth in a longitudinal study from the National Center for Education Statistics. Each of the studies monitors transitions of national samples of youth from their high school experiences through their postsecondary years, including additional education, work involvement, and the formation of other adult roles.

A sample of 944 eligible selected schools participated in the HSLS:09 study with a stratified random sampling resulting in over 23,000 students. The school and student samples are state and nationally representative defined as regular public schools, including public charter schools, and private schools, to include all ninth-grade students who attended the study-eligible schools in the fall 2009 term. Surveys were administered in school and through web-based versions.

For this study, the follow up data from 2013 were used. Binary logistic regression was used to analyze the target variables as the primary outcome variable was dichotomous.

RESULTS:

Initial statistical analysis showed correlations between parent’s level of education (noncompleters) and students who dropped out. Likewise, parent’s lower level of education was highly correlated by race among students who did not finish high school. While low socioeconomic status is one of the most commonly mentioned predictors of school dropout, other significant factors were more highly correlated with dropping out including frequent suspensions, low grade point averages, poor attendance, repeated lateness, gender, ethnicity, and numerous school changes. When SES factors are controlled, the disparities across ethnic, racial, geographical, and related variables are significantly less pronounced.

Estimated regression coefficients, standard errors, and related statistics pertaining to the variables significance and meeting criteria for a good model fit were demonstrated prior to analysis. As expected, most coefficients indicated a positive relationship among the factors in the analysis. Likewise, logistic regression showed parent education was a significant predictor of their child’s achievement. The relationship between parents’ level of education was predictive in relation to lower GPAs, attendance, academic credits, and dropout rates.

CONCLUSIONS/IMPLICATIONS:

The findings have implications for educators, policymakers and social workers to develop early and sustain intervention plans to address at-risk students. Additional longitudinal studies are warranted to examine parental attitudes, engagement and education along with possible mediator effects of highly influential variables on dropout outcomes. As part of the Grand Challenge, the inequities among marginalized populations need to be addressed through new, intentional community-based and school social work evidence-based programs and partnerships.