{'fraction_non_alphanumeric': 0.027965284474445518, 'fraction_numerical': 0.037608486017357765, 'mean_word_length': 5.2155688622754495, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
IV. Parental Influence on Achievement Attitudes and Performance of Israeli Students

Over the last two decades there has accumulated a relatively large body of data indicating the impact of the family on the plans of its youth for the future in general, and on its educational aspirations and achievement in particular. In many of these studies, the effects of family have been assessed either indirectly, via its socio-economic status, or more directly, by determining the extent to which the youth is dependent on or influenced by the values, attitudes and expectations of his parents. Research concerned with family background has demonstrated quite consistently that students of higher socio-economic status have higher levels of educational aspirations and attain higher occupational levels (Blau and Duncan 1967; Eckland 1964: 36-50; Ellis and Lane 1963: 743-756; McDill and Coleman 1965: 111-126; Sewell and Shah 1967: 1-12). Correspondingly, various measures of parental influence have shown, first, that such an influence varies