THE EFFECT OF FAMILY INVOLVEMENT IN EDUCATION ON STUDENTS HOLLY M. GROVER CLEMSON UNIVERSITY AUGUST 2014

BACKGROUND Defining family involvement in education: At-home involvement e.g., Family expectations and aspirations, Learning at home, Parenting style, Parent-student communication At-school involvement e.g., Parent-school communication, Volunteering, PTA Seeking for similarities across ethnic groups African American Hispanic Asian Caucasian

AFRICAN AMERICAN STRONG OR MODERATE* Family Involvement Student Outcome Effect Size/ Correlation Checking/Helping with homework Standardized test scores ES =.72 a Overall Parent InvolvementOther measuresES =.62 a Educational Aspirations/Expectations Overall AchievementES =.57 a Reading Achievementr =.44 b Locus of Controlβ=.44 c Math achievementr =.32 b&d Authoritative parenting Other academic measuresES =.57 a Communicating with childrenAchievementES =.52 a Attending school functionsOverall achievementES =.51 a General PTO Involvement**Science Achievementr = -.55 e GPAβ=.30 f Aspirations and communication combinedGradesb =.47 i Parent perceptions of child academic abilitiesMath achievementr =.45 b Reading Achievementr =.37 b Parent beliefs/attitudes overall Child self-concept in Readingr =.41 b Child self-concept in Mathr =.40 b Discussing school and future plansLocus of Controlβ =.38 c WEAK* Family InvolvementStudent Outcome Effect Size/ Correlation Authoritative parentingOverall AchievementES =.44 a GradesES =.34 a Overall Parent InvolvementOverall AchievementES =.44 a GPAES =.32 a Standardized Test ScoresES =.31 a Encouraging outside readingStandardized Test scoresES=.39 g Rules on school & leisureOverall AchievementES=.35 g Contacting school about teen experiences and future plans Enroll in post-secondary ES=.32 h General PTO InvolvementStudent Dropoutr = -.29 e Math test scoresβ=.26 f Number of books at homeReading Achievementr =.29 b Educational Aspirations/Expectations Student’s competence behaviorr =.28 d Reading Achievementr =.26 d Problem behaviorsr = -.26 d Attending education- related activities in the community r =.20 d Parent satisfaction with the school Student’s competence behaviorr =.27 d Math Achievementr =.21 d Talking about high school (student- reported)Science test scoresr =.26 e Discussing school and future plans (parent-reported) Student aspirations β =.25 c Parent beliefs/attitudes overall School parent involvementr =.25 d Educational expectationsr =.20 d Attending school functionsAttend zoo, museumsr =.22 d At school involvement compositeStudent Dropoutr =.20 e * Moderate effect sizes (ES) defined as at least.5 and weak effect sizes as at least.2 (see Rosnow & Rosenthal, 1996). Strong correlations (r) and beta coefficients (β or b) defined as at least.40, moderate as at least.30, and weak as at least.20. These effect sizes and correlations are not meant to be compared across studies. All reported relationships are significant at the.05 level or better. **Gray indicates a negative relationship a Jeynes, 2003 b Halle et al., 1997 c Hong & Ho, 2005 d Reynolds & Gill, 1994 e McNeal, 1999 f Desimone, 1999 g Listed by Jeynes (2003) as being from a single study, not from his actual meta-analysis h Yan, 1999; Effect when compared to high-achieving Caucasian students, ES= b/sd i Keith et al., 1998 EFFECTS ON STUDENT OUTCOMES

Parent Involvement Student Outcome Effect Size/ Correlation Strong or Moderate* Aspirations and communication combined Grades b =.56 f Achievementr =.31 d Educational AspirationsStudent aspirationsβ =.52 a Discussing school and future plansLocus of Controlβ =.42 a General PTO InvolvementReading test scoresβ =.34 b Attending PTO meetings***Reading test scoresβ = -.33 b Weak*Overall Parent InvolvementStandardized Test ScoresES=.44 c Overall AchievementES=.43 c GPAES=.25 c General PTO InvolvementMath test scoresβ =.22 b Attending PTO meetingsMath test scoresβ = -.24 b Discussing school and future plansStudent aspirationsβ =.26 a Authoritative parentingOverall Achievementr =.25 e Rules on school and leisureOverall AchievementES = -.25 c Encourage outside readingStandardized test scoresES=.21 c * Moderate effect sizes (ES) defined as at least.5 and weak effect sizes as at least.2 (see Rosnow & Rosenthal, 1996). Strong correlations (r) and beta coefficients (β or b) defined as at least.40, moderate as at least.30, and weak as at least.20. These effect sizes and correlations are not meant to be compared across studies. All reported relationships are significant at the.05 level or better. **Gray indicates a negative relationship a Hong & Ho, 2005 b Desimone, 1999 c Jeynes, 2003; Hispanics combined with Asian Americans due to the low number of empirical studies with only Hispanics d Keith & Lichtman, 1994 e Steinberg et al., 1992 f Keith et al., 1998 EFFECTS ON STUDENT OUTCOMES HISPANIC

Parent Involvement Student Outcome Effect Size/ Correlation Strong or Moderate* Educational AspirationsStudent aspirations β =.52 a Test Scores (AI)r =.34 b Aspirations and Communication combinedGradesb =.46 c Discussing school and future plansLocus of Controlβ =.34 a Monitoring student behaviorScience Test Scoresr =.30 d,.18 e Weak*Overall Parent InvolvementStandardized Test ScoresES=.44 f Overall AchievementES=.43 f GPAES=.25 f Educational AspirationsTest Scores (AA)r =.22 b Attending PTO meetings**Math Test Scoresβ = -.28 g Discussing school and future plansStudent aspirationsβ =.26 a Authoritative parentingOverall Achievementr =.24 h, NS f Rules on school and leisureOverall AchievementES = -.25 f Encourage outside readingStandardized test scoresES=.21 f Attending school events and meetings, volunteeringTest scores (AA)r = -.21 b * Moderate effect sizes (ES) defined as at least.5 and weak effect sizes as at least.2 (see Rosnow & Rosenthal, 1996). Strong correlations (r) and beta coefficients (β or b) defined as at least.40, moderate as at least.30, and weak as at least.20. These effect sizes and correlations are not meant to be compared across studies. All reported relationships are significant at the.05 level or better. **Gray indicates a negative relationship a Hong & Ho, 2005 b Mau, 1997, AI=Asian Immigrant, AA= Asian American c Keith et al., 1998 d McNeal, 1999 e Sui-Chu & Willms, 1996 f Jeynes, 2003; Hispanics combined with Asian Americans due to the low number of empirical studies with only Hispanics g Desimone, 1999 h Steinberg et al., 1992 EFFECTS ON STUDENT OUTCOMES ASIAN

Parent Involvement Student Outcome Effect Size/ Correlation Strong or Moderate* Educational aspirationsStudent aspirations β =.57 a Test Scoresr =.42 b Aspirations and Communication combinedGradesb =.44 c Authoritative parentingOverall Achievementr =.30 d Weak*General PTO InvolvementDropoutr = -.25 f Discussing school and future plansLocus of controlβ =.22 a Student aspirationsβ =.22 a Rules on homework, GPA, chores**Math test scoresβ= -.20 e Attending school events and meetings, volunteeringTest Scoresr =.20 b * Moderate effect sizes (ES) defined as at least.5 and weak effect sizes as at least.2 (see Rosnow & Rosenthal, 1996). Strong correlations (r) and beta coefficients (β or b) defined as at least.40, moderate as at least.30, and weak as at least.20. These effect sizes and correlations are not meant to be compared across studies. All reported relationships are significant at the.05 level or better. **Gray indicates a negative relationship a Hong & Ho, 2005 b Mau, 1997 c Keith et al., 1998 d Steinberg et al., 1992 e Desimone, 1999 f McNeal, 1999 EFFECTS ON STUDENT OUTCOMES CAUCASIAN

Strong to Moderate EffectWeak Effect AfAmAsiaHisCauAfAmAsiaHisCau Educational Aspirations to Student Aspirations x a to Test Scores x b x c Discuss School & Future Plans to Locus of Control x a to Student Aspirations x a Aspirations & Communication Cmbd to Grades x d Overall Parent Involvement to Test Scores x e n/a to GPA x e n/a to Overall Achievement x e n/a Authoritative Parenting to Overall Achievement x f x e x f Encouraging Outside Reading to Test Scores x g x e n/a Rules on School & Leisure to Overall Achievement x g x e n/a PTO Involvement to Dropout x h to Math Test Scores x i PTO Meetings to Math Test Scores x i Attend events, meetings, volunteer to Test Scores x c COMPARISON OF FAMILY INVOLVEMENT COMPONENT RELATIONSHIPS FOR MULTIPLE ETHNIC GROUPS Moderate effect sizes (ES) are defined as at least.5 and weak effect sizes as at least.2 (see Rosnow & Rosenthal, 1996). Strong correlations (r) and beta coefficients (β or b) are defined as at least.40, moderate as at least.30, and weak as at least.20. All reported relationships are significant at the.05 level or better. Gray indicates a negative or undesirable outcome. n/a = not applicable because the study did not analyze Caucasians as a group for that variable a Hong & Ho, 2005 b Halle et al., 1997; Reynolds & Gill, 1994 c Mau, 1997; includes one group of Asian Immigrants and one of Asian Americans d Keith et al., 1998 e Jeynes, 2003 f Steinberg et al., 1992 g Listed by Jeynes (2003) as being from a single study, not meta-analysis h McNeal, 1999 i Desimone, 1999

INVOLVEMENT AT HOME Greater impact on students More universal as several aspects impact students from 3-4 ethnic groups No aspect of school-based involvement was significant at the.2 level or better for more than two of the four ethnic groups.

MEASURING NON-ACADEMIC ACHIEVEMENT OUTCOMES

DATA LIMITATIONS Small sample sizes for some variables Lack of replication within ethnic groups and across ethnic groups No research on some involvement reported as important to parents

REFERENCES Desimone, L. (1999, Sep. - Oct.). Linking parent involvement with student achievement: Do race and income matter? The Journal of Educational Research, 93(1), Halle, T. G., Kurtz-Costes, B., & Mahoney, J. L. (1997). Family influences on school achievement in low-income African American children. Journal of Educational Psychology, 89(3), Hong, S., & Ho, H.-Z. (2005). Direct and indirect longitudinal effects of parental involvement on student achievement: Second-order latent growth modeling across ethnic groups. Journal of Educational Psychology, 97(1), Jeynes, W. H. (2003, February). A meta-analysis: The effects of parental involvement on minority children's academic achievement. Education and Urban Society, 35(2), Keith, P. B., & Lichtman, M. V. (1994). Does parental involvement influence the academic achievement of Mexican-American eighth graders? Results from the National Education Longitudinal Study. School Psychology Quarterly, 9(4), Keith, T. Z., Keith, P. B., Quirk, K. J., Sperduto, J., Santillo, S., & Killings, S. (1998). Longitudinal effects of parent involvement on high school grades: Similarities and differences across gender and ethnic groups. Journal of School Psychology, 36(3), Mau, W.-C. (1997). Parental influences on the high school students' academic achievement: A comparison of Asian immigrants, Asian Americans, and White Americans. Psychology in the Schools, 34(3), McNeal, R. B. (1999, Sep). Parental involvement as social capital: Differential effectiveness on science achievement, truancy, and dropping out. Social Forces, 78(1), Reynolds, A. J., & Gill, S. (1994, Dec). The role of parental perspectives in the school adjustment of inner-city black children. Journal of Youth and Adolescence, 23(6), Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development, 63(5), Sui-Chu, E., & Willms, J. D. (1996, April). Effects of parental involvement on eighth-grade achievement. Sociology of Education, 69, Yan, W. (1999, Winter). Successful African American students: The role of parental involvement. The Journal of Negro Education, 68(1), 5-22.