In our hypothesis we are comparing two types  of family structures; the
single parent family and the traditional two parent family.  We define family
structures as our independent variable, thus leaving academic achievement as
our dependent variable.  In labeling our two main variables in this manner, we understand that academic achievement can't influence or have an effect on the
family structure.  On the other hand, we are hoping to determine that family
structure does have an effect on academic achievement.  To more accurately
be able to determine a conclusion to our hypothesis, it is a must to have our
variables well defined and categorized.  In looking at our independent
variable, family structure, we have come up with two attributes that our
subjects can be listed under.  Subjects either come from a two parent home or
a single parent home.  To be listed under a two parent family structure the
subjects must come from a household where both of their parents also live.  To be listed under a single parent family structure, the subject must live in a
household where there is only one parent.

    Our dependent variable must also be well labeled and defined.  TO be able
to establish an operational definition of a good student, there must be a scale
that determines who the good students are compared to the poor students.  Our scale will consist of the above average student, the average student, and the
below average student.  To determine what aggregate the student falls under,
we must first define what an above average student is, an average student is,
and a below average student is.  However, before defining these, we must first
take a collection of measurements that we can use to determine on what part
of the scale the student falls.  To do this, ordinal measures are a must because
they re measurements that we can use to compare and categorize.  This process of collecting measurements is really the heart of our experiment and should be
the most time consuming of all.

    First, we will administer an IQ test to the subjects.  Second, we will
interview both the teacher and the student.  Third, we will administer a
questionnaire to the students.  Finally, we will conduct a task experiment
among students.  All of our subjects will be tested under the same situation,
which is explained later in our proposal under Data-Collection Methods.
These four measures should give us the data we need in order to determine two things:  first, these measures will give us the data we need to determine our
scale.  Second, we will be able to take these four measures and place our
student subjects on the scale under of on the three labels.  Although we will
not have a complete definition of an above average, an average, or a below
average student prior to our measurements, we are coming in with some
general ideas of what the difference is between a good student and a poor
student.  The attributes that fall under a good student is that the student does
homework, participates in class, completes assignments fully and on time, and
has high attendance.  The student who does not do homework, does not
participate in class, does not complete assignments on time, and has poor
attendance possesses the attributes of a poor student.  These general ideas of
what makes a good student and what makes a poor student should help us in
determining our scale and where the students fall on this scale.  All of these
factors will also come into play in our measuring process.