Family Involvement, School Support, and English Learners' Academic and Socio-Emotional Outcomes

• In Event: Family Engagement in Early Childhood

Abstract

In this study, we utilized the Early Childhood Longitudinal Study: Kindergarten-2011 data for a structural equation model (SEM) analysis among 1,569 English learners (EL) in kindergarten. Through this model, we examined the effects of family involvement at home, parents/caregivers' expectations, and school support on ELs' academic and socioemotional performance. The results showed that parents/caregivers' expectations had positive associations with both outcome constructs, and school support to EL families only showed positive effects on socioemotional performance. Yet family involvement at home did not have significant effects on socioemotional or academic outcomes. Additionally, school outreach efforts had a negative impact on EL family involvement at home. Based on these findings, we provided implications and recommendations to schools working with EL families.

Authors

• Bizhu He, Texas A&M University - College Station

• Hector H. Rivera, Texas A&M University - College Station