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Approaches to Parent Involvement for Improving the Academic Performance of Elementary School Age Children

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  • Chad Nye
  • Herb Turner
  • Jamie Schwartz

Abstract

This Campbell systematic review's objective is to summarize the most dependable evidence on the effect of parental involvement intervention programs for improving the academic performance of elementary school age children. The most dependable evidence is defined as studies that include at least two groups and use random assignment to form a fair comparison between groups. 19 Randomised Controlled Trials met the inclusion criteria for the systematic review. The overall findings were that parent involvement has a positive and significant effect on children's overall academic performance. It is also clear that the effect is large enough to have practical implications for parents, practitioners, and policymakers (d= 0.45). The overall effect suggested that when parents participated in academic enrichment activities with their children outside of school, the benefits were manifest in improved academic performance in school. This result was striking when one considers that the median length of parent involvement was only 11 weeks. This review has uncovered compelling support for the use of a parent involvement program as a viable supplementary intervention to improve children's academic performance in school, and for the parent involvement component of the No Child Left Behind mandate.

Suggested Citation

  • Chad Nye & Herb Turner & Jamie Schwartz, 2006. "Approaches to Parent Involvement for Improving the Academic Performance of Elementary School Age Children," Campbell Systematic Reviews, John Wiley & Sons, vol. 2(1), pages 1-49.
    • Handle: RePEc:wly:camsys:v:2:y:2006:i:1:p:1-49
    DOI: 10.4073/csr.2006.4
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    2. repec:mpr:mprres:3694 is not listed on IDEAS
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    1. Ashrita Saran & Howard White & Kerry Albright & Jill Adona, 2020. "Mega‐map of systematic reviews and evidence and gap maps on the interventions to improve child well‐being in low‐ and middle‐income countries," Campbell Systematic Reviews, John Wiley & Sons, vol. 16(4), December.
    2. Gelber, Alexander & Isen, Adam, 2013. "Children's schooling and parents' behavior: Evidence from the Head Start Impact Study," Journal of Public Economics, Elsevier, vol. 101(C), pages 25-38.
    3. Eric Bettinger & Nina Cunha & Guilherme Lichand & Ricardo Madeira, 2020. "Are the effects of informational interventions driven by salience?," ECON - Working Papers 350, Department of Economics - University of Zurich, revised May 2021.
    4. Roland G. Fryer, Jr. & Steven D. Levitt & John A. List, 2015. "Parental Incentives and Early Childhood Achievement: A Field Experiment in Chicago Heights," NBER Working Papers 21477, National Bureau of Economic Research, Inc.
    5. Stephen Lipscomb & Joshua Haimson & Albert Y. Liu & John Burghardt & David R. Johnson & Martha Thurlow, "undated". "Preparing for Life After High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 1: Comparisons with Other," Mathematica Policy Research Reports a16b0d64d0d04173b3289e0ff, Mathematica Policy Research.
    6. Adrien Bouguen & Kamilla Gumede & Marc Gurgand, 2015. "Parent's Participation, Involvement and Impact on Student Achievment: Evidence from a Randomized Evaluation in South Africa," PSE Working Papers halshs-01241957, HAL.
    7. Engell, Thomas & Løvstad, Anne Marte & Kirkøen, Benedicte & Ogden, Terje & Amlund Hagen, Kristine, 2021. "Exploring how intervention characteristics affect implementability: A mixed methods case study of common elements-based academic support in child welfare services," Children and Youth Services Review, Elsevier, vol. 129(C).
    8. Alexander M. Gelber & Adam Isen, 2011. "Children's Schooling and Parents' Investment in Children: Evidence from the Head Start Impact Study," NBER Working Papers 17704, National Bureau of Economic Research, Inc.

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