Parents' socioeconomic status and children's academic ... - Nova

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Figure 3: Pupils’ achievement by parental education level in the case sample (per cent): MOTHERS: 90 80 70 60 50 40 30 20 10 0 Norwegian by Mothers' Education Fair Good V. Good Basic Secondary High 90 80 70 60 50 40 30 20 10 0 Math by Mother's Education Fair Good V. Good Basic Secondary High 90 80 70 60 50 40 30 20 10 0 English by Mothers' Education Levels Fair Good V. Good Basic Secondary High 90 80 70 60 50 40 30 20 10 0 Total by Mothers' Education levels Fair Good V. Good Basic Secondary High FATHERS: Norwegian by Fathers' Education levels 90 80 70 Fair Good V. Good 60 50 40 30 20 10 0 Basic Secondary High 90 80 70 60 50 40 30 20 10 0 Math by Fathers' Education levels Fair Good V. Good Basic Secondary High 90 80 70 60 50 40 30 20 10 0 English by Fathers' Education levels Fair Good V. Good Basic Secondary High 90 80 70 60 50 40 30 20 10 0 Total by Fathers' Education levels Fair Good V. Good Basic Secondary High – Parents’ socioeconomic status and children’s academic performance – 29
Table 5 summarizes the results, and shows the gamma value, standard error and significant levels. The tests of associations are significant at p-values < 0.05. This provides sufficient evidence to reject the null hypothesis and to conclude that there is a positive association between parents’ education level and their offspring’s academic achievement. Signs of gamma value are positive across the three subjects in both samples. I therefore conclude that there is a positive association between parents’ education and offspring achievement – as has also been documented in several other studies. The value of gamma indicates the strength of association, which is moderate in the case sample. This result coincides with the findings of Anders Bakken who found that parental education level correlated with children’s academic performance (r =0.22) (Bakken 2003). Huang (2007) also found positive moderate correlation between parental education levels and children’s motivation and achievement (Huang 2007). Table 5: Children’s academic achievement and parental education in the case sample and control group N Control group Std. Y Error Sig N N Case sample Std. Y Error Mother Norwegian 91 .4 .2 .08 301 .3 .1 .03 Maths 91 .4 .2 .03 303 .3 .1 .02 English 91 .4 .2 .01 302 .4 .1 .000 Total 89 .4 .2 .02 293 .3 .1 .003 Father Norwegian 77 .7 .1 .001 204 .3 .1 .01 Maths 76 .7 .1 .001 203 .3 .1 .009 English 77 .6 .2 .004 205 .3 .1 .04 Total 75 .7 .1 .000 200 .33 .1 .004 Sig. Not registered/missing category The number of parents whose education level is not registered or missing is too large to be ignored: 89 mothers and 200 fathers. Therefore, the distributions of their children’s grades are reported separately in table 6. 30 – NOVA Notat 7/2009 –
Page 1 and 2: Parents’ socioeconomic status and
Page 3 and 4: NOVA - Norwegian Social Research is
Page 5 and 6: 4 - NOVA Notat 7/2009 -
Page 7 and 8: 6 - NOVA Notat 7/2009 -
Page 9 and 10: Parents’ cultural background affe
Page 11 and 12: has a propensity to pass from one g
Page 13 and 14: Regardless of the education level a
Page 15 and 16: valuable to the whole family and pr
Page 17 and 18: ich countries). Absolute poverty is
Page 19 and 20: opportunities; and ‘a person’s
Page 21 and 22: The sample is gender balanced. The
Page 23 and 24: etween the proportion of concordant
Page 25 and 26: grades in the three central subject
Page 27 and 28: Figure 1: Total by case sample and
Page 29: Figure 2: Parents' education levels
Page 33 and 34: Descriptive statistic of parental e
Page 35 and 36: Table 7: Children’s academic achi
Page 37 and 38: Figure 5: Children’s cultural bac
Page 39 and 40: 2004). Yet it differs in so far as
Page 41 and 42: Table 10 shows a strong association
Page 43 and 44: 4.1.4 Pupils’ achievement and fam
Page 45 and 46: ‘SECONDARY’ (N=186) is 1 if the
Page 47 and 48: Figure 10: Pupils’ average result
Page 49 and 50: 5 Do pupils get assistance with hom
Page 51 and 52: 5.2. Domestic assistance by parents
Page 53 and 54: Figure 17: Pupils’ achievement by
Page 55 and 56: children have no-one to turn to for
Page 57 and 58: Fløtten, T., E. Dahl, and A. Grøn
Page 59 and 60: Sandbæk, M. and C. K. Sture (2003)
Page 61: kulturell bakgrunn viste positive s

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