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The Relationship Between Parent-Scho...

Tenenbaum, Jenna Lea.

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The Relationship Between Parent-School Involvement and Math Achievement in Economically At-Risk Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relationship Between Parent-School Involvement and Math Achievement in Economically At-Risk Students./
Author:	Tenenbaum, Jenna Lea.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	24 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10947973
ISBN:	9780438195899

The Relationship Between Parent-School Involvement and Math Achievement in Economically At-Risk Students.
Tenenbaum, Jenna Lea.

The Relationship Between Parent-School Involvement and Math Achievement in Economically At-Risk Students. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 24 p.

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ed.D.)--Miami University, 2018.

Research has shown that parent-school involvement is an important contributor to student academic success and achievement. This involvement can be even more crucial for students whose families are living in poverty, as it can act as a protective factor for them. Although the importance of parental involvement has been recognized in regard to achievement, there is currently a lack of literature that uses both parent and teacher perspectives of parental involvement. There is also a lack of literature to determine if the relationship between parentinvolvement and achievement is moderated by poverty level. This study's research questions include: (1) Is there a relationship between parent-perceived parental involvement and achievement? (2) Is there a relationship between teacher-perceived parental involvement and achievement? (3) To what degree do both parent-perceived parental involvement and teacherperceived parental involvement predict achievement, and are these relationships moderated by poverty level? Data for this study were gathered through the Butler County Success Program, which provides services to economically disadvantaged students attending 36 schools in a Midwestern state. Collected data included levels of parent-perceived parental involvement, levels of teacher-perceived parental involvement, poverty level, and student achievement scores in mathematics. This study used parental-involvement indicators that assessed both the parent's and teacher's level of communication with each other. Analyses revealed a positive and significant correlation between both parent-perceived and teacher-perceived parental involvement and student mathematics achievement scores. Analyses also revealed that both parent- and teacherperceived parental involvement significantly predict math achievement scores, and that relationship is not moderated by the students' level of poverty. This suggests that parent- and teacher-perceived parental involvement and student poverty level can predict student mathematics achievement scores, but the relationship between parent involvement and achievement scores does not differ as a result of poverty level.

ISBN: 9780438195899Subjects--Topical Terms:

518817
Early childhood education.

The Relationship Between Parent-School Involvement and Math Achievement in Economically At-Risk Students.
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520 $a Research has shown that parent-school involvement is an important contributor to student academic success and achievement. This involvement can be even more crucial for students whose families are living in poverty, as it can act as a protective factor for them. Although the importance of parental involvement has been recognized in regard to achievement, there is currently a lack of literature that uses both parent and teacher perspectives of parental involvement. There is also a lack of literature to determine if the relationship between parentinvolvement and achievement is moderated by poverty level. This study's research questions include: (1) Is there a relationship between parent-perceived parental involvement and achievement? (2) Is there a relationship between teacher-perceived parental involvement and achievement? (3) To what degree do both parent-perceived parental involvement and teacherperceived parental involvement predict achievement, and are these relationships moderated by poverty level? Data for this study were gathered through the Butler County Success Program, which provides services to economically disadvantaged students attending 36 schools in a Midwestern state. Collected data included levels of parent-perceived parental involvement, levels of teacher-perceived parental involvement, poverty level, and student achievement scores in mathematics. This study used parental-involvement indicators that assessed both the parent's and teacher's level of communication with each other. Analyses revealed a positive and significant correlation between both parent-perceived and teacher-perceived parental involvement and student mathematics achievement scores. Analyses also revealed that both parent- and teacherperceived parental involvement significantly predict math achievement scores, and that relationship is not moderated by the students' level of poverty. This suggests that parent- and teacher-perceived parental involvement and student poverty level can predict student mathematics achievement scores, but the relationship between parent involvement and achievement scores does not differ as a result of poverty level.
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