NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED426174
Record Type: Non-Journal
Publication Date: 1998-Dec
Pages: 41
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Expanding the Knowledge of Parental Involvement in Secondary Education: Effects on High School Academic Success. Report No. 27.
Catsambis, Sophia
This report analyzes data from the parent and student components of the National Educational Longitudinal Study of 1988 to investigate family educational involvement in secondary education. It examines whether parental involvement influences the educational achievements of high school seniors. By utilizing multiple involvement indicators for the 8th and 12th grades, the study confirms the importance of considering the multidimensional nature of parental involvement in students' education. The effects of parental involvement on 12th grade achievement depend on the type of family practices considered. General conclusions based on these findings support the existence of positive effects of parental involvement on 12th grade academic achievements. The effects are stronger for course credits and curricular placement than for test scores. High levels of educational expectations, consistent encouragement, and actions that enhance learning opportunities of students are the major ways by which families positively influence the educational achievements of their teens. Regardless of socioeconomic or race/ethnic background, families with high levels of educational expectations have the most positive effects on senior achievements. These effects are present when parental expectations are measured in the middle grades or in high school. Three appendixes present a table of base year parental involvement, factor analysis results on parental involvement, and descriptive statistics about study variables. (Contains 9 tables and 19 references.) (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. on the Education of At-Risk Students (ED/OERI), Washington, DC.
Authoring Institution: Center for Research on the Education of Students Placed At Risk, Baltimore, MD.