ADVANCING RESEARCH, IMPROVING EDUCATION                               

The National Center for Family and Community Connections with Schools

Supporting School, Family, and Community Connections to Increase School Success

About the Center

Connection Collection

Annotation from the Connection Collection

You are viewing a record from the Connection Collection, a searchable annotated bibliography database. It links you with research-based information that you can use to connect schools, families, and communities.

Title:The association of selected parent behaviors with the academic achievement of African-American children and European American children
Author:Tucker, C. M., & Harris, Y. R.
Resource Type:Journal Article
Child Study Journal, 26(4)

pp. 253-277
Education Level:Elementary, Middle
Literature type:Research and Evaluation

Tucker and Harris investigate how selected parent behaviors associate with the academic achievement of children at grades 2, 4, and 8. They also look at the role of racial differences within the findings. They conclude that several parent behaviors are associated with student achievement, and those behaviors differ by student grade level. Their data suggest that the following behaviors are positively related to student success: mothers' expectations at 2nd and 4th grades that students earn average grades; parental use of restrictions as a consequence for unsatisfactory grades at 4th grade; African American fathers' expectations for 4th graderÕs high grades, and frequent praise of 8th graders from mothers and fathers. The researchers recruited 266 African-American children and 414 Euro-American children from the same school system in all three grade levels. They analyzed grade-point averages (GPA) and the Metropolitan Achievement Test scores. Parents self-reported their use of selected behaviors during interviews. Authors report that their findings support school efforts to get parents involved and share specific parent behaviors associated with success. However, student grades are biased measures of achievement, and many parent responses had incomplete information. The families also were not leveled for socioeconomic status and had volunteered for the study. This study does contribute an extended set of parent behaviors for practitioners and researchers to consider when exploring parent involvement.

Suggested Citation Style:

Free Webinar Series
The U.S. Department of Education and its partners invite you to view the archive for the webinar, Bringing it All Together: Family and Community Engagement Policies in Action, which took place on November 16, 2011.

This is the ninth and final webinar in the series, Achieving Excellence and Innovation in Family, School, and Community Engagement.