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ERIC Number: ED357881
Record Type: Non-Journal
Publication Date: 1993-Mar
Pages: 11
Abstractor: N/A
Reference Count: N/A
Parental Involvement and Early School Success: Following the 'Class of 2000' at Year Five.
Marcon, Rebecca A.
This study examined the academic achievement of an original sample of 168 inner-city children who were making the transition from the primary to the upper elementary grades (62% of the children made up the recovered sample). Subjects, 95 percent of whom were African American, were enrolled in public schools in Washington, D.C. Data from previously conducted interviews with the children's prekindergarten, kindergarten, and first grade teachers provided information on the involvement of the children's parents in the children's education. At each grade level, children were grouped into two groups based on whether their parents were involved or noninvolved with the school. Measures of school competence included grade retention and special education placement. Measures of student achievement included grades, scores on standardized achievement tests, and attainment of reading and math objectives. Results indicated that children whose parents were noninvolved with the school during prekindergarten were more likely than children whose parents were involved to be retained prior to their fifth year in school. Children whose parents had been involved with the school during their children's second year in school had higher grades and higher achievement test scores at the end of their fifth year in school than did children whose parents were noninvolved. (BC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A