Abstract:

Although there has been prior research concerning parental involvement effects on students’ mathematics achievement, little attention has been placed on the reasons for the mathematics achievement gap between low-and middle-income students, and how to reduce this gap associated usually attributed to students’ SES. The present study’s focus is specifically on parent-child communication and parental expectations mainly because these two variables can increase students’ mathematics achievement despite parental income and education level. The correlation matrix was derived from a national, cross-sectional study of children. The 1997 Child Development Supplement of the Panel Study of Income Dynamics (PSID-CDS) data set was used to analyze the hypothesized model using SEM. The goodness-of-fit indices for the hypothesized model fit well to the data.

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