ERIC Number: ED417872
Record Type: Non-Journal
Publication Date: 1998-Apr
Reference Count: N/A
Factors Associated with Fathers' and Mothers' Involvement in Their Children's Schools. Issue Brief.
Nord, Christine Winquist
Parent involvement in children's education is important for children's school success; however, not all children have parents who are involved in their schools. This issue brief examines factors that are associated with fathers' and mothers' involvement in their children's schools among children in kindergarten through 12th grade living in two-parent and single-parent families. Findings are drawn from data from the National Household Education Survey (NHES) for 1996. Findings noted include the following: (1) children in elementary school are more likely than children in middle or high school to have parents who are highly involved in their schools; (2) children with more family resources, as measured by parents' education and household income, are more likely than children with fewer resources to have parents who are highly involved in their schools; and (3) children whose mothers and fathers are highly involved in their schools are more likely to have greater levels of "social capital" as measured by activities shared with parents and high parental educational expectations. The issue brief concludes by noting that by the time children reach high school a much smaller proportion than in grade school have parents who remain highly involved in their schools. Although part of the decrease is attributable to schools offering parents fewer opportunities for involvement, parents too are stepping back as their children grow older. Research suggests, however, that adolescents benefit when their parents are involved. (HTH)
Descriptors: Academic Achievement, Age Differences, Elementary Secondary Education, Parent Aspiration, Parent Participation, Parent School Relationship, Parent Student Relationship, Performance Factors, Socioeconomic Influences
Phone: 800-424-1616; World Wide Web: http://NCES.ed.gov
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: National Household Education Survey