Social Background and Academic Performance Differentials

42-48). Resnick and Resnick (1988, pp. 577) flatly stated that, as a result of prior question, it is known that "p arntal commandment and income are good predictors of children's academician achieve-ment." Both an earlier force field conducted by White (1982, pp. 461-481) and a later study conducted by Moeller (1994, pp. 34-37), however, cast some doubt on this contention.

This area of query is highly significant because the assumed socioeconomic status/academic exertion relationship is relied upon by a significant symmetricalness of educational administrators in the development of programs for specific groups of students and, at times, for complete schools. And it is used as a basis for the assignment of all individual students or groups of students to specific programs (Jencks and Mayer, 1988, pp. 4-6). It is, therefore, essential to clarify the rela-tionship between socioeconomic background and minority student academic deed (Longshore and Praeger, 1985, pp. 75-91).

Research Questions to Be Investigated

and Research Hypotheses to Be Tested

Five research questions will be investigated by means of the

conduct of the proposed study. These research questions are as follows:

1. Is student academic achievement related to racial or ethnic background?

2. Is student academic achievement related to family income level?

3.

Is student academic achievement

Questionnaires will be administered to the custodial parents of move students. The questionnaires will be

Selection will be made through the application of random procedures, and participation must be sanction by custodial parents.

That the parent teaches the child, often without being awake of the fact, is not a new idea. In a lasting society, a parent is expected to be the transmitter of culture, and a model for a vast range of attributes, behavior, values, and ideas. The newer concepts extent these agnatic roles to formal education.

the year in which the study was conducted;

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