Effect of Title I Parent Involvement on Student Reading and Mathematics Achievement.

Abstract

Parent involvement has been promoted by many school systems as a key factor in the battle to increase student academic performance. Research regarding the influence of such involvement, however, has been inconsistent and limited in scope. The purpose of this study was to examine the effects of parent-school involvement on the reading and/or mathematics achievement of second through eighth grade Title I students. SES and student gender were also analyzed to determine their relationship to the level of parent involvement. Data from a sample of 335 students and parents were analyzed using analyses of variance to determine the effects of the level of parental involvement on achievement. Correlation coefficients were used to assess the relationship of SES and gender factors to reading and math achievement. The results suggest that parental involvement (regardless of the child's gender or socioeconomic background) is indeed a dynamic force influencing students' academic success. The effect holds for total reading achievement, reading comprehension, total mathematics achievement, and application of mathematics concepts. This research supports school programs for at-risk students that encourage a multifaceted method of parent involvement.

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