Examining the Likelihood of Parents' Homework Involvement With Elementary-Aged Students With Individualized Education Plans

• In Event: Partnerships Between Families and Schools

Abstract

Elementary-aged students with Individualized Education Plans (IEPs) tend to experience more challenges with homework completion as compared to peers without IEPs (Epstein et al., 1993). Evidence suggests that parent involvement in homework can significantly improve a child’s homework achievement, but little research has examined factors associated with homework involvement for parents of children with IEPs (Frew et al., 2012). Using the 2016 Parent and Family Involvement Survey, weighted hierarchical ordinal logistic regression analysis was implemented to determine how a child’s IEP status, parents’ demographic characteristics, school-level variables, and expectations predict parents’ odds of helping their child with homework. Results indicated that school communication and the interaction between a child’s IEP status with parents’ expectations predicted parents’ homework involvement.

Author

• Tyler Ayana Womack, University of California - Riverside