Parents’ School Involvement in Kindergarten Predicting Child Outcomes at First Grade and Third Grade

• In Event: Poster Session 06
  In Poster Session: PS 06 Topic - Education, Schooling

Abstract

A plethora of research demonstrates that parents’ school involvement has a small to moderate positive effect on children’s increased academic achievement and school adjustment in kindergarten and elementary school (Castro et al., 2015; Fan & Chen, 2001). The present study had two research goals: (a) Identifying the latent classes of parents’ school involvement in kindergarten; and (b) Examining the long-term effect of the latent classes of parents’ school involvement on children’s academic achievement and social-emotional behavioral outcomes at first grade and third grade.

Data came from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011; N = 18,170; children: mean age in fall 2010 = 5.62, 51.5% male, 46.7% White, 14.1% with disability; parents: mean age in fall 2010 = 34.51, 41.1% White, 40.3% Bachelor’s degree and above, 30.4% full-time employees, 81% above the poverty threshold, 50.4% married). The full sample was collected from fall 2010 of kindergarten, spring 2012 of first grade, and spring 2014 of third grade. Data on parents’ school involvement were collected in fall 2010 of kindergarten. Academic achievement and social-emotional behavioral outcomes were collected in fall 2010 of kindergarten, spring 2012 of first grade, and spring 2014 of third grade. The variables were measured using parents’ self-report surveys, direct child assessments, and teachers’ self-report surveys.

Results of latent class analysis showed three classes: “School Activities,” “Low Involvement,” and “School Contact.” Parents classified as “School Activities” had higher probabilities in attending school events, such as back-to-school nights and parent-teacher conferences, but not school governance. Parents classified as “Low Involvement” had lower probabilities in all the indicators of school involvement. Parents classified as “School Contact” had higher probabilities in being contacted by teachers regarding their children’s behaviors and school performance. At first grade, compared to children whose parents were classified as “School Involvement,” children with parents classified as “Low Involvement” scored lower on math achievement and interpersonal skills. Compared to children with parents classified as “School Involvement,” children whose parents were classified as “School Contact” were rated lower on interpersonal skills. At third grade, children with parents classified as “Low Involvement” were rated significantly lower than children with parents classified as “School Involvement.” No other significant differences across the three latent classes were found at third grade.

The present study’s findings have implications for school teachers, administrators, and parents. For school teachers and administrators, school efforts that aim to invite parents’ involvement at school need to recognize that there are multiple opportunities that parents can participate. Parents classified as “Low Involvement” may likely be the parents that school teachers and administrators need to reach out and strengthen the family-school partnership to increase these parents’ school involvement. Regarding the implications for parents, parents need to understand that there is no single school activity that is associated with greater child outcomes. Parents who are involved in multiple school events and activities can send a message that their children’s education and school experiences are valued.

Author

• Christine Meng, Edgewood College
  Presenting Author