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PARENTAL INVOLVMENT, FAMILY STRUCTURE, AND ACADEMIC ACHIEVEMENT - page 27 / 102

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Meta-Analyses of Parental Involvement

Two meta-analyses, Jeynes (2007) and Hill and Tyson (2009) explore several studies

which utilize a wide array of variables to investigate academic achievement and how

parental involvement comes into play. In their overall assessment Hill and Tyson state,

“across 50 studies, parental involvement was positively associated with achievement,

with the exception of parental help with homework” (p.740). According to the authors,

the framework cited most often among the 50 studies consists of School-based

involvement strategies such as volunteering at school, communication between parents

and teachers, and involvement in school governance; home-based involvement strategies

which include taking part in scholastic activities at home; school support for parenting

which often involves parent training programs; and involvement between schools and

other community agencies (p.741). While two components most cited in the 50 studies

reviewed by Hill and Tyson are common with Jeynes’ original study (e.g. volunteering at

school and taking part in scholastic activities at home), the other components illustrate an

ever growing spectrum of measures for parental involvement. Included in the list of

relatively uncommon parental involvement components which yielded positive

coefficients were: parents communicating career aspirations (+.60 GPA outcome

measure), and parents’ value of education (Mother = +.59 GPA outcome measure).

Among the less common parental involvement measures which resulted in negative

coefficients, communicating with teacher (-.23 math test scores), and homework

surveillance (-.49, GPA outcome measure) were noted in the regression tables (pp.744-

47).

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