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.
","abstract_html":"<p>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.</p> <p>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.</p>","abstract_has_math":false,"creators":["Hemmings, Carolyn H."],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Polly K. Adams","Dr. Harold L. Whitman","Dr. Carolyn M. Cartledge"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1988,"date_issued":"1988-01-01T08:00:00Z","date_published":"1988-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:18Z","subjects":["Standardized Testing","Public School","Fifth-Grade","Stanford Early School Achievement Test (SESAT)","Iowa Test of Basic Skills (ITBS)","Early Childhood Education","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/704","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Polly K. Adams","Dr. Harold L. Whitman","Dr. Carolyn M. Cartledge"]},{"key":"dc:creator","label":"Author","values":["Hemmings, Carolyn H."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Standardized Testing","Public School","Fifth-Grade","Stanford Early School Achievement Test (SESAT)","Iowa Test of Basic Skills (ITBS)","Early Childhood Education","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/704"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["An Examination Of The Relationship Between Family Characteristics and Standardized Test Scores In Reading Comprehension and Mathematics Concepts"]}]}],"canonical_facts":{"dc:contributor":["Dr. Polly K. Adams","Dr. Harold L. Whitman","Dr. Carolyn M. Cartledge"],"dc:creator":["Hemmings, Carolyn H."],"dc:description.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.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/704"],"dc:language":["English"],"dc:subject":["Standardized Testing","Public School","Fifth-Grade","Stanford Early School Achievement Test (SESAT)","Iowa Test of Basic Skills (ITBS)","Early Childhood Education","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"],"dc:title":["An Examination Of The Relationship Between Family Characteristics and Standardized Test Scores In Reading Comprehension and Mathematics Concepts"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:18Z"}