School-based parental involvement as a predictor of achievement and school learning environment: An elementary school-level analysis

Sira Park, Susan I. Stone and Susan D. Holloway

Children and Youth Services Review, 2017, vol. 82, issue C, 195-206

Abstract: Recent federal and state policies promote school-level parent involvement (PI) (e.g., volunteering), although evidence linking it to both student-level academic performance and school-level outcomes is thin. Using social capital theory and drawing upon a longitudinal sample of public schools (n=914) from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K), we examine the relationship of school-level student achievement and the school learning environment to three forms of school-level PI: involvement directed toward school improvement (public-good PI); involvement directed toward parents' own children's schooling (private-good PI); and the formation of social networks among parents (networking). Multilevel modeling analyses revealed that schools characterized by high aggregate levels of parents' public-good PI (participation in PTA/PTO, volunteering, and fundraising) and networking were more likely than other schools to have higher percentages of students at or above national/state standards in math and reading achievement and more likely to show more positive learning environments. School-level socio-economic status (SES) moderated these effects such that aggregate private-good PI and networking related to more positive learning environments and higher school achievement in low-SES schools while aggregate public-good PI brought more benefit within high-SES schools.

Keywords: School-level parent involvement; School achievement; School learning environment (search for similar items in EconPapers)
Date: 2017
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Citations: View citations in EconPapers (7)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:82:y:2017:i:c:p:195-206

DOI: 10.1016/j.childyouth.2017.09.012

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