| The purpose of this study was threefold. This study investigated whether a relationship existed between parent involvement in homework and the mathematics achievement of English language learners and native speakers of English in third grade. In addition, this study examined whether this relationship varied across different language proficiency groups. Lastly, this research examined the perceptions, beliefs, and attitudes of parents toward mathematics, home language instruction, and parental involvement and how these factors played a role in their willingness to help their children with homework.;The subjects were 132 third grade students and selected parents participating in a program of homework in mathematics. The students were classified into four groups: non-English proficient, limited English proficient, fully English proficient, and native speakers of English.;This study combined quantitative and qualitative methodology. In the quantitative part, Pearson Product-Moment Correlation Coefficient was computed. The qualitative piece used case study research methodology.;Based upon this research, parent involvement and student achievement for the participants in this study were positively related. The relationship, however, varied across language proficiency groups and it was higher for non-English proficient and limited English proficient students. For native English speakers, the relationship was lower but consistent with existing research. For fully English proficient students, no relationship between the variables was found.;Explanations for the variation in the relationship between the variables across language proficiency groups were obtained through qualitative research. The case study found that parents of fully English proficient students did not assist their children in the same manner as parents of non-English proficient or limited English proficient students. Factors affecting the levels of support at home included the parents' perception of the need of the child, the level of English language proficiency of the child, the parents' perception of their instructional role in the education of their children, the students' predisposition to allow assistance in Spanish, and the parents' assessment of the quality of the homework assignment.;This study found that all parents, regardless of their ethnicity and English language proficiency and even regardless of their level of participation in homework, believed education was important. |
