Goldenberg, Et Al. (2001), and Titled "Cause Term Paper

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Goldenberg, et al. (2001), and titled "Cause or effect? A longitudinal study of immigrant Latino parents' aspirations and expectations of their children's school performance." (p. 547). The authors collected data using the longitudinal study from randomly selected immigrant Latino families whose children were mostly born in the United States. The research used the mixed method combining both quantitative and qualitative research, and the authors tracked N= 121 families of schools children in two Los Angeles school area districts, and the families of the children were tracked from "kindergarten to sixth grade." (Goldenberg, et al. 2001, p 547),

The procedures used in the research are by randomly selecting N= 32 families for the case study and the interviews were conducted for the families "10 times between the time their children were admitted into kindergarten and completed 6th grade." (Goldenberg, et al. 2001 p 554). The interviews were conducted within three years and the authors were able to establish relationship of trusts with the selected families especially the families in the subset case study. The researchers visited the selected families at home for "12 additional occasions for the interviews to explore the parents schooling cultural models and their generally views about educational systems." (Goldenberg, et al. 2001, p 554). Between 1989 and 1995, the researchers paid home visit to all families to complete extended interviews of two hours. (Goldenberg, et al. 2001).

Research Design

In the study, variety of research design and methods were used which include random assignment, case study, descriptive research and correlation studies. The descriptive statistics are to provide the simple summary of the entire data, which form the basis of quantitative data analysis. The longitudinal study is conducted to collect data on children and parents between 1989 and 1985. Using the school records, teachers' rating and parent interview, the researcher used the descriptive statistics for the longitudinal assessment.

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The variables used in the descriptive statistics are:

Fall Kindergarten 1989

Grade 1: 1990-1991

Grade 2: 1991-1992

Grade 3: 1992-1993

Grade 4: 1993-1994

Grade 5: 1994-1995

Grade 6: fall 1995

The authors assess the achievement of the kindergarten using a literacy language assessment tool because the Spanish is the primary language of all participants. The authors administered the assessment over 2 days within 30-minutes section. Subsequent estimates were used to evaluate the achievement using the national standard reading and math score, and the authors obtained scores using instruments such as "SABE (Spanish Assessment of Basic Education), CTBS (Comprehensive Test for basic Skills), and MAT6 (Metropolitan Achievement Test)."

(Goldenberg, et al. 2001, p 557).

In the descriptive statistics, the authors use the Mean value and the value of the Standard Deviation for all the variables to compare the values of all the variables from Grade 1 through Grade 6. Despite the strategy that the authors employ with the descriptive statistics in summarizing the data in a manageable form, the authors fail to effectively compare the variables from Grade 1 through Grade 6. While the authors present the values of all variables using the Mean and Standard Deviation, however, the authors do not provide the total Mean and total Standard Deviation of each Grade year. Failure to provide the total Mean and Standard Deviation make authors not to provide the avenue to effectively compare the values of the Grade year. The total Mean value will assist the readers to understand which Grade year that parent's aspiration and expectation are higher. (Goldenberg, et al. 2001).

Moreover, the authors use the bivariate statistics to describe the "relationship….....

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