The Effects of Parental Educational Level and Selected School Variables Across Academic Tracks on Student Reading Achievement

This study reanalyzes the reading achievement data collected by the International Association for the Evaluation of Educational Achievement (IEA) for their six-subject survey. The multiple regression model used in the IEA studies is replaced with an analysis of linear structural relationships (LISREL) model which does not assume an unidirectional causal relation between the variables and which also does not assume error-free measurement of variables in the model. A primary research concern of this study is whether or not the educational level of the father, mother, principal, or teacher has an effect on student reading achievement, and if this effect is consistent across academic tracks or programs.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Clark, Sanza Barbara

• Education, Sociology of

Identifier

(UMI)AAI8521747

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/68990