Factors Affecting Urban African American High School Students’ Achievement in Reading
Tiffany A. Flowers, M.A.
University of Iowa
Lamont A. Flowers, Ph.D.
Data analyzed from the Educational Longitudinal Study of 2002 indicate that the reading achievement of urban African American high school students is positively influenced by the amount of hours spent doing homework and by parents’ expectations of their child’s future educational attainment. Implications for practice and research are provided.