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This study investigates the critical elements of parent involvement as related to children's improved academic achievement. Survey data were collected from 220 parents whose children attend three Chicago public elementary schools. The schools serve largely minority, low-income populations and score in the top third of the Illinois State Achievement Tests. Using Epstein's framework of parent involvement, we found that participants indicated a stronger tendency to participate in two of Epstein's typologies: Type I (Parenting) and Type IV (Learning at Home). Results suggest that schools struggling with unsatisfactory student achievement may benefit from focusing parent involvement efforts on building parenting capacity and encouraging learning-at-home activities.
Ingram et al. (Wed,) studied this question.