NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ920665
Record Type: Journal
Publication Date: 2011-May
Pages: 18
Abstractor: As Provided
Reference Count: 15
ISSN: ISSN-0042-0859
A Type of Parental Involvement with an Isomorphic Effect on Urban Children's Mathematics, Reading, Science, and Social Studies Achievement at Kindergarten Entry
Stylianides, Andreas J.; Stylianides, Gabriel J.
Urban Education, v46 n3 p408-425 May 2011
Research showed that children's school-entry academic skills are strong predictors of their later achievement, thereby highlighting the importance of children's achievement at kindergarten entry. This article defines a particular type of parental involvement in children's education and uses a representative sample of American urban kindergarteners to examine its effect on urban children's mathematics, reading, science, and social studies achievement at kindergarten entry. The findings in this article are isomorphic in the different subject areas and show that children with more access to this particular type of parental involvement tend to have higher academic achievement than their peers. (Contains 6 notes and 6 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey