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Citation:Shaver, A. V., & Walls, R. T. (1998). Effect of Title I parent involvement on student reading and mathematics achievement. Journal of Research and Development in Education, 31(2), 90-97. EJ561992.

This study examines the effects of parent involvement on the reading and math achievement of low-performing Title I students in elementary and middle grades. Regardless of a childÕs gender or family socioeconomic status, higher parent involvement increased student achievement in both reading and math. Younger children and those from higher socioeconomic levels made the most improvement. Lower income parents participated at the same levels as higher income parents. Parents of 74 low-achieving grades two and eight Title I students at several Title I elementary and middle schools in West Virginia were invited to participate in structured sessions based on EpsteinÕs six types of parent involvement (1995) and RichÕs MegaSkills (1992) parent involvement model. Researchers compared results between children whose parents attended at least half and those who participated in fewer than half of the sessions. Student achievement was measured by comparing scores on the Comprehensive Test of Basic Skills before and after the parent involvement sessions. The author recommends school programs for at-risk children have multifaceted methods of family involvement. Most of the families involved in the schools and in the study were Caucasian.

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