|Citation:||Ho Sui-Chu, E., & Willms, J. D. (1996). Effects of parental involvement on eighth-grade achievement. Sociology of Education, 69(2), 126-141. EJ533315.|
The purpose of this study is to examine whether variations in levels of school achievement are related to four types of parent involvement: home discussion, home supervision, school communication, and school participation. The study showed that parent involvement made a significant and unique contribution to explaining the variation in children's academic achievement regardless of parental background. The results did not support the assumption that parents from ethnic-minority groups participate less than White parents. Differences in the involvement of parents of male and female students were pronounced. This study used data from the National Education Longitudinal Study (NELS:88), the Time Use Longitudinal Panel Study (Stevenson & Baker, 1987), and a study of the practices of parents of a large sample of elementary school children in Maryland (Epstein, 1986, 1987). Based on analysis of these data, the authors suggest that schools may be able to make gains in student achievement by giving parents concrete information about parenting styles, teaching methods, and school curricula. Further research is needed to examine the effects of particular policies and programs that support parent involvement and home learning.
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