Using the second and third waves of NELS, this study examines three questions concerning the links between religious involvement, social capital, and academic achievement of public school students: First, what are the relationships between adolescents' religious involvement and their access to social capital within families (parental expectations and parent-child interaction) and communities (intergenerational closure and peers' academic values)? Second, is adolescent religious involvement associated with academic progress, including self-concept (locus of control), attitudes (educational expectations), effort (time spent on homework and truancy), opportunities and demands (advanced mathematics course work), and rewards (high school graduation)? Third, to what extent are the positive relationships between religious involvement and academic progress due to enhanced access to social capital? We find that adolescents' religious involvement at grade 10 is consistently and positively associated with various forms of social capital and with each of the adolescent outcomes. Those estimated effects of religious involvement on academic progress are explained largely by family and community social capital. However, religious involvement remains modestly but significantly linked with desirable outcomes even controlling on the effects of social capital.
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