-
Results showed that measures of parental involvement and empowerment could be reliably
predicted. Multiple regression analyses showed that parental involvement and empowerment accounted for substantial variance in student standardized test performance (lowest R2 = 25% and 5%, respectively). Positive relations of parental involvement to student test performance were largely unaffected by school characteristics or the socioeconomic, racial, and ethnic composition of the student population.
-
Schools having higher percentages of African Americans, Hispanics, and students enrolled in the
free-or reduced-lunch program had lower parental involvement and CRT scores.
-
Free or reduced lunch contributed a significant amount of variance to the model; the greater the percentage of students enrolled in the free-or-reduced-lunch program, the lower were the student CRT scores. Parental empowerment and involvement were significantly and positively related to student CRT scores; parental involvement had the greatest predictive power.
-
Schools having higher levels of parental involvement and empowerment also had higher student CRT scores. In addition, schools having higher levels of parental involvement had fewer teachers and more experienced teachers than schools having lower levels of parental involvement.
-
Both parental empowerment and involvement significantly and positively predicted student CRT
scores; parental involvement accounted for a greater portion of the variance.