Science and Education Publishing American Journal of Educational Research 2327-6150 3 11 2015 11 24 Influence of Parents Economic Status on Girls' Academic Performance in Mixed Day Secondary Schools 1359 1363 EN Josephine Nthenya Muandu Damaris Parsitau Patriciah W. Wambugu Department of Curriculum, Instruction & Educational Management, Egerton University EDUCATION20153114 10.12691/education-3-11-4 2015 7 18 2015 10 28 2015 11 22 The study sought to investigate the influence of parents' economic status on academic performance of girls in mixed day secondary schools in Njoro Sub-County Nakuru County, Kenya. Survey research design was used. Data was collected from 176 form four girls who were randomly selected from 10 mixed day secondary schools in Njoro Sub-County. In addition, 18 form four parents and 10 form four class teachers were purposively selected and involved in the study. Parents' questionnaire (PQ), form four girls questionnaire (GQ) and class teachers' questionnaire (TQ) were used to collect data. Data was analyzed using percentages, frequencies, means, standard deviation and inferential statistics namely, Pearson product moment correlation. The findings of the study showed that parents' economic status influenced girls' academic performance in mixed day secondary schools. The findings of the study are significant to stakeholders in education on issues of economic status that influence academic performance of girls in mixed day secondary schools. It is hoped that this study will equip the education stakeholders with information on how to enhance the academic performance of girls not only in mixed day secondary schools but throughout the education system.