The Effects of School-Based Parental Involvement on Academic Achievement at the Child and Elementary School Level: A Longitudinal Study

Autor/inn/en	Park, Sira; Holloway, Susan D.
Titel	The Effects of School-Based Parental Involvement on Academic Achievement at the Child and Elementary School Level: A Longitudinal Study
Quelle	In: Journal of Educational Research, 110 (2017) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2015.1016600
Schlagwörter	Longitudinal Studies; Parent Participation; Hierarchical Linear Modeling; Reading Achievement; Mathematics Achievement; Socioeconomic Status; Elementary School Students; Kindergarten; Grade 1; Grade 3; Grade 5; Interviews; Surveys; Family Characteristics; Parent Student Relationship; Institutional Characteristics; Achievement Gains; Structural Equation Models; Predictor Variables; Statistical Analysis; Administrators; Children; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elternmitwirkung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Achievement gain; Leistungssteigerung; Prädiktor; Statistische Analyse; Child; Kind; Kinder
Abstract	Policymakers view parental involvement (PI) as a crucial component of school reform efforts, but evidence of its effect on student achievement is equivocal. Using the Early Childhood Longitudinal Study-Kindergarten Cohort dataset, we examined the long-term impact on student- and school-level achievement of three types of school-based PI: PI to help an individual's own child (private-good PI), PI to improve the school (public-good PI), and PI through peer networking. Hierarchical linear modeling analyses indicated that all three types raised student-level achievement in mathematics but only private-good PI was associated with reading achievement. Public-good PI and parent networking boosted school-level achievement. Public- and private-good PI were more strongly associated with student-level mathematics achievement for high socioeconomic status (SES) students; aggregated private-good PI was more strongly related to school-level achievement in low-SES schools. These results provide empirical evidence about the effectiveness of school-based PI, but also suggest a need for schools to explore more effective ways to leverage the social capital of low-SES families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01