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Academic Performance Trend of Students with Ofw Parents

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Academic Performance Trend of Students with Ofw Parents
In what ways does Parent Involvement affect Children’s Academic Performance?

Rebecca Deutscher, Ph.D. and Mary Ibe, M.A. Lewis Center for Educational Research, Apple Valley, California

Abstract This project examined the role that parent involvement has on children’s academic performance. Various types of parent involvement were assessed, including volunteering, home involvement, attending parent classes, school political involvement, talking to staff, talking to teachers, etc. Academic performance was measured by STAR test scores and by grades. Approximately 400 students in 7th through 11th grade were included. Overall, the results indicated that those who did the self-report survey, went to the parent class, or were involved in more home-type involvement (such as checking child’s planner, talking to child at home about school-related topics, or engaging in educational activities outside of school) had children that performed better in various areas of the STAR test or had better grades. Objectives and Perspective Parent involvement has been shown to be an important variable that positively influences children’s education. More and more schools are observing the importance and are encouraging families to become more involved. Because of this recent trend, it has become essential to understand what is meant by parent involvement and in what ways it has an influence on children’s education. A comprehensive view of involvement is presented by Epstein’s model. Epstein (1997) discussed how children learn and grow through three overlapping spheres of influence: family, school, and community. These three spheres must form partnerships to best meet the needs of the child. Epstein defined six types of involvement based on the relationships between the family, school, and community: parenting (skills), communicating, volunteering, learning at home,

decision making, and collaborating with the community. Epstein stressed the fact that all of these six types of involvement



References: Baker, A.J.L., & Soden, L.M. (1997). Parent involvement in children’s education: A critical assessment of the knowledge base. (Report No. PS-025357). Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. (ERIC Document Reproduction Service No. ED407127) Brooks, N., Bruno, E., & Burns, T. (1997). Reinforcing students’ motivation through parent Interaction. (Report No. PS-025753). Master’s thesis, Saint Xavier University & IRI/Skylight, 1997. (ERIC Document Reproduction Service No. ED411074) Cotton, K., & Wikelund, K.R. (2001). Parent involvement in education. Retrieved May 3, 2002, from Northwest Regional Educational Laboratory Web site: http://www.nwrel.org/scpd/sirs/3/cu6.html Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997). School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press. Epstein, J.L., & Sheldon, S.B. (in press). Present and accounted for: Improving student attendance through family and community involvement. Journal of Educational Research. Goldring, E., & Shapira, R. (1993). Choice, empowerment, and involvement: What satisfies parents? Educational Evaluation and Policy Analysis, 15(4), 396-409. Griffith, J. (1996). Test of a model of the organizational antecedents of parent involvement and satisfaction with public education. Human Relations, 49(12), 1549-1571. Grolnick, W.S., & Slowiaczek, M.L. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65, 237-252. Henderson, A. T. (1987). The evidence continues to grow: Parent involvement improves student Achievement. (Report No. ISBN-0-934460-28-0). Columbia, MD: National Committee for Citizens in Education. (ERIC Document Reproduction Service No. ED315199) Herman, J.L., & Yeh, J.P. (1980). Some effects of parent involvement in schools. (Report No. CSE-R-138). Paper presented at the annual meeting of the American Educational Research Association, Boston, MA. (ERIC Document Reproduction Service No. ED206963) Sheldon, S.B., & Epstein, J.L. (2001a, August). Focus on math achievement: Effects of family and community involvement. Paper presented at the annual meeting of the American Sociological Association, Anaheim, CA. Retrieved July 5, 2002, from National Network of Partnership Schools Web site: http://www.csos.jhu.edu/p2000/type2/issue11/ttype2k4.htm Sheldon, S.B., & Epstein, J.L. (2001b). Improving student behavior and discipline with family and community involvement. Retrieved July 5, 2002, from Johns Hopkins University, National Network of Partnership Schools Web site: http://www.csos.jhu.edu/p2000/type2/issue12/ttype215.htm Simon, B.S. (2000). Predictors of high school and family partnerships and the influence of partnerships on student success. Doctoral dissertation, Johns Hopkins University, 2000. Retrieved July 5, 2002, from National Network of Partnership Schools Web site: http://www.csos.jhu.edu/p2000/type2/issue10/ttype2j4.htm Van Voorhis, F.L. (2001). Interactive science homework: An experiment in home and school connections. National Association of Secondary School Principals Bulletin, 85(627), 20-32. Zellman, G.L., & Waterman, J.M. (1998). Understanding the impact of parent school involvement on children’s educational outcomes. The Journal of Educational Research, 91(6), 370-380.

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