Parent School-Based Involvement and Children's Academic and Social Outcomes During Elementary Years

• In Event: Parent Involvement and Educational Achievement

Abstract

Policymakers view school-based parent involvement (school PI) as a crucial component of school reform efforts, but evidence of its effect on child outcomes is equivocal. Using the ECLS-K dataset, we examined long-term associations between three types of school-based parent involvement (school PI) and child academic and social outcomes. Growth Curve Modeling analyses revealed that all three types of school PI (i.e., public-good PI, private-good PI, and parent networking) had significant negative associations with children’s problem behaviors and positive associations with social skills. However, the associations between three types of school PI and children’s academic outcomes were mixed; all three types raised math achievement, but only private-good PI was associated with reading achievement.

Authors

• Sira Park, UC Berkeley

• Susan D. Holloway, University of California - Berkeley