The Differential Effects of Parental Involvement on High School Completion and Postsecondary Attendance

Autor/in	Ross, Terris
Titel	The Differential Effects of Parental Involvement on High School Completion and Postsecondary Attendance
Quelle	In: Education Policy Analysis Archives, 24 (2016) 30, (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Parent Participation; Parent School Relationship; Expectation; Parent Attitudes; High School Students; Graduation Rate; College Attendance; Postsecondary Education; Dropouts; High School Equivalency Programs; Academic Persistence; Predictor Variables; Correlation; Racial Differences; Ethnic Groups; Socioeconomic Status; Grade 10; Grade 12; Longitudinal Studies; Questionnaires; Statistical Analysis; Regression (Statistics) + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Expectancy; Erwartung; Elternverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Post-secondary education; Tertiäre Bildung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Prädiktor; Korrelation; Rassenunterschied; Ethnie; Socio-economic status; Sozioökonomischer Status; School year 12; 12. Schuljahr; Schuljahr 12; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Statistische Analyse; Regression; Regressionsanalyse
Abstract	Previous studies have shown the impact of parental involvement on a number of student achievement, motivation, and engagement outcomes, but the extent to which parental involvement influences high school completion and postsecondary attendance has received less attention in the literature. Filling that gap, this study replicates and extends previous research (Fan & Williams, 2010) by examining the influence of various dimensions of parental involvement on high school completion and postsecondary attendance (with particular interest in dropouts who later earned GEDs and went on to college). Results show that parents' educational expectations for their children play a significant role in whether students from all backgrounds persist toward completion of high school and whether they attend a postsecondary institution. This study also finds parent participation in school functions to be a significant positive predictor of both high school completion and postsecondary enrollment, while communication between parent and school about children's school problems is negatively associated with both outcomes. The implications for expanding developmentally appropriate and culturally sensitive policies for family and school engagement are discussed. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01