Date of Award

1988

Type

Thesis

Major

Specialist in Education

Degree Type

Special Degree in Education in Early Childhood Education

Department

Teacher Education

First Advisor

Dr. Polly K. Adams

Second Advisor

Dr. Harold L. Whitman

Third Advisor

Dr. Carolyn M. Cartledge

Abstract

Standardized testing ln the public school has become a crucial issue during this decade as more testing ls effected ln all grade levels, even to the extent that promotion to first grade may depend on a child/s standardized performance. Previous research has shown parent involvement ,, to be a factor which contributes to grade point averages; therefore, this study was developed to address the possibility of a correlation between parent involvement and successful standardized test scores.

Eighty-four parents of fifth-grade students in a selected county in Georgia were surveyed to determine their involvement in their child's public school education. Total scores for the survey were matched with the students/ first-grade reading comprehension and mathematics concepts percentiles on the Stanford Early School Achievement Test(SESAT). The Pearson Product-Moment Correlation was used to compute the correlation coefficients. One significant correlation existed between the Parent Involvement ln Student Achievement scale and the first-grade mathematics SESAT scores. The study also revealed that children who are successful early in the field of mathematics have a very good chance of remaining successful.

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