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The effects of school-based parental involvement on academic achievement at the child and elementary school level: A longitudinal study

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  • Sira Park
  • Susan D. Holloway

Abstract

Policymakers view parental involvement (PI) as a crucial component of school reform efforts, but evidence of its effect on student achievement is equivocal. Using the Early Childhood Longitudinal Study–Kindergarten Cohort dataset, we examined the long-term impact on student- and school-level achievement of three types of school-based PI: PI to help an individual's own child (private-good PI), PI to improve the school (public-good PI), and PI through peer networking. Hierarchical linear modeling analyses indicated that all three types raised student-level achievement in mathematics but only private-good PI was associated with reading achievement. Public-good PI and parent networking boosted school-level achievement. Public- and private-good PI were more strongly associated with student-level mathematics achievement for high socioeconomic status (SES) students; aggregated private-good PI was more strongly related to school-level achievement in low-SES schools. These results provide empirical evidence about the effectiveness of school-based PI, but also suggest a need for schools to explore more effective ways to leverage the social capital of low-SES families.

Suggested Citation

  • Sira Park & Susan D. Holloway, 2017. "The effects of school-based parental involvement on academic achievement at the child and elementary school level: A longitudinal study," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(1), pages 1-16, January.
    • Handle: RePEc:taf:vjerxx:v:110:y:2017:i:1:p:1-16
    DOI: 10.1080/00220671.2015.1016600
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    Cited by:

    1. Ansari, Arya & Markowitz, Anna J., 2021. "Can parents do it all? Changes in parent involvement from 1997 to 2009 among Head Start families," Children and Youth Services Review, Elsevier, vol. 120(C).
    2. Benjamin G. Gibbs & Miles Marsala & Ashley Gibby & Miriam Clark & Craig Alder & Bryce Hurst & Dustin Steinacker & Brent Hutchison, 2021. "“ Involved Is an Interesting Word”: An Empirical Case for Redefining School-Based Parental Involvement as Parental Efficacy," Social Sciences, MDPI, vol. 10(5), pages 1-21, April.
    3. Nandrup, Anne Brink, 2017. "On the importance of school-based inputs in the production of student achievement: Evidence in a recent Scandinavian context," Nationaløkonomisk tidsskrift, Nationaløkonomisk Forening, vol. 2017(1), pages 1-22.
    4. Xiaowan Yang, 2019. "An Ecological Examination of Student Teachers’ Belief Development During the Teaching Practicum," English Literature and Language Review, Academic Research Publishing Group, vol. 5(8), pages 140-150, 08-2019.
    5. Alberto Ortega & Tyler Ludwig, 2023. "Immigrant English Proficiency, Children’s Educational Performance, and Parental Involvement," Review of Economics of the Household, Springer, vol. 21(2), pages 693-719, June.

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