Poster #38 - The Role of Parental Involvement and Interference in School Climate and Pupils' Mathematics Achievement

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-6 - Family, School, Community Partnerships SIG Poster Session

Abstract

This study examined a hypothesized model of school climate and mathematics achievement of fifth-grade pupils in terms of parental involvement and interference while taking into account school characteristics. The study based on secondary analysis of two large national (Israeli) data sets. The first included scores on the 2007 mathematics test for fifth grade, which was administered to15,401 students from 281. The second included data on school climate provided by 4,080 teachers from the same schools. Data analyzed using structural equation modeling (SEM). The modified model fit the data well and explained about 50% of the variance in pupils' violence and teachers' satisfaction. It also accounted for 29% of the variance in mathematics achievement.

Authors

• Fadia M Nasser-Abu Alhija, Tel Aviv University

• Aner Rogel, National Authority for Measurement and Evaluation