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ERIC Number: EJ1100143
Record Type: Journal
Publication Date: 2016-Mar-7
Pages: 38
Abstractor: As Provided
ISSN: EISSN-1068 2341
The Differential Effects of Parental Involvement on High School Completion and Postsecondary Attendance
Ross, Terris
Education Policy Analysis Archives, v24 n30 Mar 2016
Previous studies have shown the impact of parental involvement on a number of student achievement, motivation, and engagement outcomes, but the extent to which parental involvement influences high school completion and postsecondary attendance has received less attention in the literature. Filling that gap, this study replicates and extends previous research (Fan & Williams, 2010) by examining the influence of various dimensions of parental involvement on high school completion and postsecondary attendance (with particular interest in dropouts who later earned GEDs and went on to college). Results show that parents' educational expectations for their children play a significant role in whether students from all backgrounds persist toward completion of high school and whether they attend a postsecondary institution. This study also finds parent participation in school functions to be a significant positive predictor of both high school completion and postsecondary enrollment, while communication between parent and school about children's school problems is negatively associated with both outcomes. The implications for expanding developmentally appropriate and culturally sensitive policies for family and school engagement are discussed.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education; High School Equivalency Programs; Adult Education; Grade 10; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A