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Parent involvement and student performance: the influence of school context

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Abstract

Researchers focusing on parent involvement continue to concentrate their efforts on the relationship between involvement and student performance in isolation of the school context in which involvement occurs. This research outlines an ecology of involvement and how this social context affects parent involvement and student performance. Relying on Bronfrenbrenner’s (1979) theory of human ecology, I elaborate a theoretical model for how the social context of the school affects student performance and the parent involvement–student performance intersection. Analysis using the National Longitudinal Study (1988) supports the thesis that student performance and the relationship between parent involvement and student performance are contingent on the ecological context in which they occur. These findings highlight the need to extend investigations of parent–child interactions to include aspects of the various ecological contexts. Furthermore, the findings highlight the need for educators to modify their efforts to improve parent involvement contingent on the various ecological characteristics of the school.

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Authors and Affiliations

  1. Department of Sociology, University of Connecticut, U-1068, Storrs, CT , 06269, USA

    Ralph B. McNeal Jr.

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  1. Ralph B. McNeal Jr.
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Correspondence to Ralph B. McNeal Jr..

Appendix: variable construction and classification

Appendix: variable construction and classification

Variable(s) from NELS:88; relevant factor scores in parentheses where applicable

1.1 I. Dependent variable(s)

Mathematics achievement is the student’s test value on the first follow-up mathematics test, coded according to the estimated number right under Item Response Theory. (F12XMIRR)

Science achievement is the student’s test value on the first follow-up science test, coded according to the estimated number right under Item Response Theory. (F12XSIRR)

Reading achievement is the student’s test value on the first follow-up reading test, coded according to the estimated number right under Item Response Theory. (F12XRIRR)

Educational expectations is how far in school the student expects to attain, ranging from a low of 1 (less than high school graduation) to a high of 9 (PhD, MD, or equivalent). (F1S49)

1.2 II. Independent variable categorization

Minority is coded 1 for all students indicating either “non-Hispanic black” or “Hispanic”; 0 otherwise. Students indicating Asian, Native-American, or “Other” were deleted. (RACE)

Male is coded 1 for males; 0 otherwise. (SEX)

Socioeconomic status is provided on NELS:88 and is composed of father’s occupation and education, mother’s occupation and education, and family income. (BYSES)

Parent–child discussion is an estimated factor score and is comprised the following concepts: discuss school programs with parents (BYS36A, .74), discuss school activities with parents (BYS36B, .62), discuss things studied in class with parents (BYS36C, .61), talked to father about planning the high school program (BYS50A, .70), and talked to mother about planning the high school program (BYS50B, .78). This variable is centered to have a mean of zero and is used at the school-level as an indicator of normative support for parent involvement.

Parent–teacher organization involvement is the degree to which parent(s) are involved in the Parent–Teacher Organization or otherwise have a presence at the school. Concepts included in this factor are: belong to the PTO (BYP59A, .74), attend PTO meetings (BYP59B, .75), take part in PTO activities (BYP59C, .79), and volunteer at the school (BYP59D, .55). This variable is centered to have a mean of zero and is used as at the school-level as an indicator of normative support for PTO involvement.

Poverty concentrated school is a dichotomous indicator for whether greater than 50 % of the students in a particular school received a free or reduced lunch. This variable is an indicator for lack of resources. (G8LUNCH).

Structural instability is the proportion of 8th graders who were enrolled at the beginning of the school year who are no longer in attendance at the end of the school year. This value includes dropouts, students transferred for disciplinary reasons, expulsions, and regular transfers. The important characteristic of this indicator is that it represents the degree of student turnover in a particular school. (BYSC12, value inverted).

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McNeal, R.B. Parent involvement and student performance: the influence of school context. Educ Res Policy Prac 14, 153–167 (2015). https://doi.org/10.1007/s10671-014-9167-7

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  • DOI: https://doi.org/10.1007/s10671-014-9167-7

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