Parent Involvement and Science Achievement: A Cross-Classified Multilevel Latent Growth Curve Analysis

Ursula Y. Johnson and Darrell M. Hull

The Journal of Educational Research, 2014, vol. 107, issue 5, 399-409

Abstract: The authors examined science achievement growth at Grades 3, 5, and 8 and parent school involvement at the same time points using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999. Data were analyzed using cross-classified multilevel latent growth curve modeling with time invariant and varying covariates. School-based involvement did not predict students' initial science achievement status or their growth trajectory. Gender, race/ethnicity, parent's socioeconomic status, and school's percentage of free lunch eligible students were better predictors of intercept or slope. Findings indicated that students with lower initial science achievement scores had a faster rate of growth across time. Therefore, the science achievement gap narrows over time.

Date: 2014
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DOI: 10.1080/00220671.2013.807488

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