A Meta-Analysis of the Relation of Parental Involvement to Urban Elementary School Student Academic Achievement
Abstract
This meta-analysis of 41 studies examines the relationship between parental involvement and the academic achievement of urban elementary school children. Analyses determined the effect sizes for parental involvement overall and subcategories of involvement. Results indicate a significant relationship between parental involvement overall and academic achievement. Parental involvement, as a whole, was associated with all the academic variables by about 0.7 to 0.75 of a standard deviation unit. This relationship held for White and minority children and also for boys and girls. The significance of these results is discussed.
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The association between parental involvement and academic achievement in urban elementary school children held for White and minority children and for boys and girls.
“Association held for White and minority children and also for boys and girls.”
From Critical connections: health and academics (2015) · cites this paper as [96]
Parental involvement overall is associated with increased academic achievement of urban elementary school children, with an effect size of 0.74.
“Association between parental involvement overall and increased academic achievement of urban elementary school children, effect size = 0.74.”
From Critical connections: health and academics (2015) · cites this paper as [96]
The positive effects of parental engagement on academic outcomes have been shown for elementary school, middle school, and high school students.
“These positive effects have been shown for elementary school, middle school, and high school students.”
From Critical connections: health and academics (2015) · cites this paper as [96]
Five review articles examined the association between family engagement and academic achievement.
“Five review articles examined the association between family engagement and academic achievement.93–97”
From Critical connections: health and academics (2015) · cites this paper as [96]
Students who have parents engaged in their school lives are more likely to have increased attendance, higher grades and test scores, better social skills, improved classroom behavior, and graduated high school.
“Research has shown that students who have parents engaged in their school lives are more likely to have increased attendance, higher grades and test scores, better social skills, improved classroom behavior, and graduated high school.93–97”
From Critical connections: health and academics (2015) · cites this paper as [96]
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- Authors
- Jeynes, W. H.
- Affiliations
- California State University, Long Beach (US)
- Corresponding author
- Jeynes, William H.
- ORCID
- Jeynes, William H.
- Venue
- Urban Education
- Publisher
- SAGE Publications
- Published
- 2005-05
- Volume
- 40
- Issue
- 3
- Pages
- 237-269
- ISSN
- 0042-0859 (ISSN-L)
- 1552-8340
- OpenAlex
- W2138155848
- Cited by
- 1,396
- References
- 69
- Citations by year
- 2026: 28 · 2025: 47 · 2024: 55 · 2023: 64 · 2022: 72 · 2021: 81 · 2020: 76 · 2019: 98 · 2018: 115 · 2017: 82 · 2016: 105 · 2015: 114 · 2014: 101 · 2013: 85 · 2012: 64
- FWCI
- 14.82
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Urban Education (publishedVersion)
- Topics
- Social Sciences › Education › Parental Involvement in Education
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Demography › Family Dynamics and Relationships
- Keywords
- parental involvement, academic performance, urban elementary schools, effect size, minority students, gender differences, school-family relations
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