Abstract
Qualities of adolescent-adult relationships across home and school environments are examined as predictors of academic growth in mathematics. An ethnically diverse sample of adolescents was drawn from the National Educational Longitudinal Study, 1988. In separate analyses, adolescents’perceptions of (a) connection with parents and teachers and (b) regulation from parents and teachers uniquely predicted academic growth in math from 8th to 12th grade. Thus, assets across home and school were additive. No evidence supported a compensatory process in which less connection or regulation at home was compensated by the presence of these experiences in school. Within school, teacher connection was the strongest predictor for all adolescents, but a combination of connection and regulation, making up an authoritative teaching style, predicted even greater academic growth in math for adolescents from low socioeconomic backgrounds.