ERIC Number: EJ1023265
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 57
Engaging with Parents: The Relationship between School Engagement Efforts, Social Class, and Learning
González, Raquel L.; Jackson, Cara L.
School Effectiveness and School Improvement, v24 n3 p316-335 2013
Using data from the U.S. Department of Education's (2000) "Early Childhood Longitudinal Study, Kindergarten Class of 1998-99" (ECLS-K), this study investigates the relationship between school efforts to engage parents, average socioeconomic status (SES) of families within a school, and kindergarteners' end-of-year reading and mathematics achievement. Drawing from Epstein's (2001) parent involvement framework, the 4 types of engagement efforts explored are intended to promote communication, parent volunteering, parent influence in school decision making, and parenting skills. We apply multilevel methods to explore the impact of schools' efforts to engage parents on student achievement. Our findings indicate certain types of school efforts to engage parents influence achievement. Depending on average school SES, efforts to promote volunteering has a differential impact on reading achievement, efforts to involve parents in school decision making has a differential impact on mathematics achievement, and efforts to increase communication and promote parenting skills have a differential impact on reading and mathematics achievement.
Descriptors: Social Class, Parent School Relationship, Socioeconomic Status, Family Characteristics, Reading Achievement, Mathematics Achievement, Parent Participation, Kindergarten, Longitudinal Studies, Student Characteristics, Institutional Characteristics, Predictor Variables, Statistical Analysis
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Publication Type: Reports - Research; Journal Articles
Education Level: Early Childhood Education; Kindergarten
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey