Date of Award


Document Type


Degree Name

Doctor of Education (Ded)


Professional Studies in Education

First Advisor

Wenfan Yan, Ph.D.

Second Advisor

George R. Bieger, Ph.D.

Third Advisor

Larry Vold, Ph.D.


Parental involvement and home cognitive stimulation have been advocated as strong indictors to the academic achievement of a child. A growing body of literature indicates that parental education, parenting pattern and socio-economic status of the family have an influence on the academic achievement of a child. The purpose of this study was to examine the parenting practices in families of different income and ethnicities, and their impact on the math and reading achievement of young children across the school years by using existing data from the Early Childhood Longitudinal Study (ECLS), Kindergarten class of 1998-99 (NCES 2006-035). Theoretical and conceptual frameworks were drawn from Social capital theory and Ecological perspectives. The findings of this research indicate that family SES has a significant influence on the math and reading achievement of all children in kindergarten, first grade, third grade and fifth grade. Math and reading performance of the children in kindergarten, first grade, third grade and fifth grade have varied and related to the parent participation in home enrichment activities. Involvement in both inside and outside home enrichment activities did not bring the same benefit for the children in below the poverty or above the poverty category in all ethnic groups. No parent involvement variable indicates any significant relation for the Asian children’s’ math and reading performance. For the African American and Hispanic children the parent involvement variables were as significant as for the European American children. However, it seems to be that the minority children would benefit more by a higher level of parent involvement in the education process of their children. The home (parent involvement), school, and community partnership could create a wide range of opportunity for the poor and minority children. From the policy intervention perspectives, the importance of home, school and community partnership is discussed, and suggestions are provided to increase a success through home, school and community collaborative effort.