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Evaluating the benefit from the help of the parent-teacher association to child performance

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  • Cheung, Chau-kiu

Abstract

The contribution of parental involvement in the parent-teacher association (PTA) to schoolchildren's performance is an issue for evaluation research. To resolve the issue, it is reasonable to differentiate people who benefit and others who do not benefit from the involvement. Such differentiation relied on survey data from 289 pairs of Hong Kong Chinese parents and their children between Grade 4 and Grade 9. It revealed that only 28.8% of the parent-child pairs had their child performance benefiting from the help of parent-teacher associations (in terms of a standardized effect of .2). Factors predictive of this minority subgroup were the child's grade and having a single parent. These factors tend to identify the need for help from parent-teacher associations, which can be a consideration for planning effective help from the associations.

Suggested Citation

  • Cheung, Chau-kiu, 2009. "Evaluating the benefit from the help of the parent-teacher association to child performance," Evaluation and Program Planning, Elsevier, vol. 32(3), pages 247-256, August.
    • Handle: RePEc:eee:epplan:v:32:y:2009:i:3:p:247-256
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    References listed on IDEAS

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    1. Suet‐ling Pong & Lingxin Hao & Erica Gardner, 2005. "The Roles of Parenting Styles and Social Capital in the School Performance of Immigrant Asian and Hispanic Adolescents," Social Science Quarterly, Southwestern Social Science Association, vol. 86(4), pages 928-950, December.
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    3. Reynolds, Arthur J., 2004. "Research on early childhood interventions in the confirmatory mode," Children and Youth Services Review, Elsevier, vol. 26(1), pages 15-38, January.
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