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Teacher ratings were used to identify the extent of parent involvement for three cohorts of predominantly low-income, urban 4-year-olds (N = 708) attending public prekindergarten or Head Start programs. The classroom edition of the Vineland Adaptive Behavior Scales was used to measure preschoolers' language, self-help, social, motor, and adaptive development. Mastery of early basic school skills was measured by the school district's Early Childhood Progress Report. Increased parent school involvement and more active types of parent involvement were both associated with more positive development in all Vineland domains and greater mastery of early basic school skills in all subject areas. Although girls outperformed boys in all measures except four Vineland subdomains (expressive language, domestic skills, play and leisure, and gross motor skills), increased parent school involvement was associated with especially positive development and academic performance in preschool boys. Previous research had not identified a differential relationship between parent involvement and outcomes for preschool boys and girls.
Rebecca A. Marcon (Wed,) studied this question.