The DOI matches its Crossref record; 95 of the 95 references it cites were found in a registry or an index.
The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis
Abstract
A meta-analysis is undertaken, including 52 studies, to determine the influence of parental involvement on the educational outcomes of urban secondary school children. Statistical analyses are done to determine the overall impact of parental involvement as well as specific components of parental involvement. Four different measures of educational outcomes are used. These measures include an overall measure of all components of academic achievement combined, grades, standardized tests, and other measures that generally included teacher rating scales and indices of academic attitudes and behaviors. The possible differing effects of parental involvement by race and socioeconomic status are also examined. The results indicate that the influence of parental involvement overall is significant for secondary school children. Parental involvement as a whole affects all the academic variables under study by about .5 to .55 of a standard deviation unit. The positive effects of parental involvement hold for both White and minority children.
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In the citing paper
“Jeynes (2007) found in his meta-analysis of 52 studies that parental involvement had a statistically significant effect on academic performance for both white and minority students.”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Jeynes (2007)
In the citing paper
“Jeynes (2007) posited in a meta-analysis of 52 studies that parental involvement wanes for various reasons as children age, including more challenging work schedules and the belief that parental involvement is not needed as much as children age.”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Jeynes (2007)
In the citing paper
“Association between parental involvement overall and increased academic achievement of urban secondary school children, effect size = 0.46.”
From Critical connections: health and academics (2015) · cites this paper as [97]
In the citing paper
“Association held for both White and minority children.”
From Critical connections: health and academics (2015) · cites this paper as [97]
In the citing paper
“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 [97]
In the citing paper
“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 [97]
In the citing paper
“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 [97]
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Metadata
- 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
- 2007-01
- Volume
- 42
- Issue
- 1
- Pages
- 82-110
- ISSN
- 0042-0859 (ISSN-L)
- 1552-8340
- OpenAlex
- W2003378899
- Cited by
- 1,545
- References
- 92
- Citations by year
- 2026: 45 · 2025: 77 · 2024: 76 · 2023: 95 · 2022: 64 · 2021: 98 · 2020: 94 · 2019: 103 · 2018: 125 · 2017: 103 · 2016: 122 · 2015: 120 · 2014: 78 · 2013: 116 · 2012: 57
- FWCI
- 80.76
- 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 › Education › Diverse Education Studies and Reforms
- Keywords
- parental involvement, academic performance, urban secondary schools, GRADE, standardized testing, teacher ratings, academic attitudes, racial differences, socioeconomic status, minority students, white students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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