ERIC Number: ED476296
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
The Impact of Parent/Family Involvement of Student Outcomes: An Annotated Bibliography of Research from the Past Decade.
This annotated bibliography identifies approximately 70 research studies concerned with the role of parent/family involvement in student success that were published during the last decade. Studies are grouped into three related areas: studies that evaluate the effectiveness of school-based programs and interventions intended to promote parent/family involvement with student outcomes, studies that evaluate family behaviors and characteristics and their effect on student outcomes, and studies that analyze parent/family involvement research. Twelve key findings from analysis of this literature are identified, including: (1) parent/family involvement has a significant positive impact on student outcomes throughout the elementary, middle school, and secondary years; (2) variations in effects on student outcomes have been found related to students' family cultures, ethnicity, and/or socioeconomic backgrounds; (3) parent/family involvement at home has a more significant effect on children than parent/family involvement in school activities; (4) the nature of the parent/family involvement that is most beneficial to children changes as they reach adolescence; and (5) to be effective, parent/family involvement school programs must be individualized to fit the needs of students, parents, and community. (DB)
Descriptors: Disabilities, Elementary Secondary Education, Family Influence, Family Involvement, Outcomes of Education, Parent Participation, Parent Role, Student Development, Theory Practice Relationship
Consortium for Appropriate Dispute Resolution in Special Education (CADRE), P.O. Box 51360, Eugene, OR 97405. Tel: 541-686-5060; Fax: 541-686-5063; e-mail: firstname.lastname@example.org. For full text: http://www.directionservice.org/cadre.
Publication Type: Information Analyses; Reference Materials - Bibliographies
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Consortium for Appropriate Dispute Resolution in Special Education (CADRE), Eugene, OR.