TY - JOUR
T1 - The Role of Parental Involvement in Narrowing the Academic Achievement Gap for High School Students With Elevated Emotional and Behavioral Risks
AU - Lambert, Matthew C.
AU - Duppong Hurley, Kristin
AU - January, Stacy Ann
AU - Huscroft D’Angelo, Jacqueline
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A190055 to University of Nebraska, Lincoln. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Publisher Copyright:
© Hammill Institute on Disabilities 2021.
PY - 2022/3
Y1 - 2022/3
N2 - Parental involvement in school is an undoubtedly important element of a student’s educational experience and outcomes. Students with elevated emotional and behavioral risks (EBR) tend to experience poor educational outcomes, and research suggests varying levels of parental involvement across domains for these at-risk students. However, there is minimal research on the links between elevated EBR, parental involvement, and academic achievement for high school students. The purpose of this study was to examine the degree to which (a) parental involvement differed between high school students with elevated EBR and students without EBR, (b) parental involvement was related to academic outcomes, and (c) the gap in academic achievement between students with elevated EBR and students without EBR could be attributed to differences in parental involvement. To address these questions, we fit a structural equation model using data from the High School Longitudinal Survey of 2009. The results demonstrated that (a) parental involvement was significantly lower in multiple domains for students with elevated EBR, (b) was significantly associated with academic outcomes, and (c) differences in parental involvement could account for a significant proportion of the achievement gap. Research limitations, directions for future research directions, and implications are discussed.
AB - Parental involvement in school is an undoubtedly important element of a student’s educational experience and outcomes. Students with elevated emotional and behavioral risks (EBR) tend to experience poor educational outcomes, and research suggests varying levels of parental involvement across domains for these at-risk students. However, there is minimal research on the links between elevated EBR, parental involvement, and academic achievement for high school students. The purpose of this study was to examine the degree to which (a) parental involvement differed between high school students with elevated EBR and students without EBR, (b) parental involvement was related to academic outcomes, and (c) the gap in academic achievement between students with elevated EBR and students without EBR could be attributed to differences in parental involvement. To address these questions, we fit a structural equation model using data from the High School Longitudinal Survey of 2009. The results demonstrated that (a) parental involvement was significantly lower in multiple domains for students with elevated EBR, (b) was significantly associated with academic outcomes, and (c) differences in parental involvement could account for a significant proportion of the achievement gap. Research limitations, directions for future research directions, and implications are discussed.
KW - academic achievement
KW - emotional and behavioral risk
KW - high school
KW - parent involvement
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U2 - 10.1177/10634266211020256
DO - 10.1177/10634266211020256
M3 - Article
AN - SCOPUS:85107202119
SN - 1063-4266
VL - 30
SP - 54
EP - 66
JO - Journal of Emotional and Behavioral Disorders
JF - Journal of Emotional and Behavioral Disorders
IS - 1
ER -