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Understanding the Determinants of K-12 Academic Success in the United States: OLS Regression

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DOI: 10.23977/aetp.2023.070305 | Downloads: 39 | Views: 587

Author(s)

Haoru Li 1

Affiliation(s)

1 College of Science and Technology, Wenzhou-Kean University, Wenzhou, Zhejiang, 325060, China

Corresponding Author

Haoru Li

ABSTRACT

This paper investigates the critical factors that influence K-12 students' academic performance in the United States. Utilizing the 2019 Parent and Family Involvement (PFI) in Education Survey data collected by the National Center for Education Statistics (NCES), three new indices are constructed that summarize parental involvement in school and family events, parental satisfaction with schools, and students' extracurricular learning time. Initially, data visualization is employed to examine the data characteristics, followed by Ordinary Least Squares (OLS) regression to analyze the relationship between students' grades and these three indices. The findings reveal a significant positive correlation between students' grades and the extent of parental involvement in activities, parents' satisfaction with school work, and students' studying time outside the classroom. These results can provide valuable and actionable insights for future educational practices and policies while guiding parental involvement to support their children's academic achievement.

KEYWORDS

Parental Involvement, Extracurricular Learning Time, Student Academic Performance, Data Visualization, Ordinary Least Squares (OLS)

CITE THIS PAPER

Haoru Li, Understanding the Determinants of K-12 Academic Success in the United States: OLS Regression. Advances in Educational Technology and Psychology (2023) Vol. 7: 23-33. DOI: http://dx.doi.org/10.23977/aetp.2023.070305.

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