The Relationship between Household/Parental Structure and Student Performance on Standardized Tests

Abstract

The purpose of this study is to analyze the reliability of household structure as a means of predicting student performance on standardized tests. How well a student performs on standardized tests is a key component of federal assessments and is ultimately used to determine the quality and success of schools. Raising these scores is imperative for schools to achieve mandated adequate yearly progress scores. Quantitative research methods were used in this study to show correlations between household structure and student performance. Participants in the study included 33,136 students in Seattle Public Schools. Statistical descriptive tests reveal the parental structure of the home in which a child is raised, be it a two parent home or a single parent household, is as great a predictor of his or her performance on standardized tests as other more generally accepted predictors such as race/ethnicity, gender and/or income. The author recommends further research be conducted into the role of parental structure on student performance, specifically into how parental choice relates to academic achievement. It is also recommended that school districts develop programs and interventions that target children from non-traditional households as a means of improving student performance.