Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Early adolescence is often marked by changes in school context, family relationships, and developmental processes. In the context of these changes, academic performance often declines, while at the same time the long-term implications of academic performance increase. In promoting achievement across elementary and secondary school levels, the significant role of families, family-school relations, and parental involvement in education has been highlighted. Although there is a growing body of literature focusing on parental involvement in education during middle school, this research has not been systematically examined to determine which types of involvement have the strongest relation with achievement. The authors conducted a meta-analysis on the existing research on parental involvement in middle school to determine whether and which types of parental involvement are related to achievement. Across 50 studies, parental involvement was positively associated with achievement, with the exception of parental help with homework. Involvement that reflected academic socialization had the strongest positive association with achievement. Based on the known characteristics of the developmental stage and tasks of adolescence, strategies reflecting academic socialization are most consistent with the developmental stage of early adolescence.

/pdf/parental-involvement-in-middle-school-a-meta-analytic-3ztbvkzvvm.pdf

Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement.

A meta-analysis is undertaken, including 52 studies, to determine the influence of parental involvement on the educational outcomes of urban secondary school children. Statistical analyses are done...

/pdf/the-relationship-between-parental-involvement-and-urban-18q3ms1ozh.pdf

The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis

This study examined the level and impact of five types of parent involvement on elementary school children’s academic achievement by race/ethnicity, poverty, and parent educational attainment. The sample comprised 415 third through fifth graders who completed the Elementary School Success Profile. Hypotheses from Bourdieu’s theory of cultural capital were assessed with t tests, chi-square statistics, and hierarchical regressions. Consistent with the theory, parents with different demographic characteristics exhibited different types of involvement, and the types of involvement exhibited by parents from dominant groups had the strongest association with achievement. However, contrary to theoretical expectations, members of dominant and nondominant groups benefited similarly from certain types of involvement and differently from others. Implications for research and practice are discussed.

/pdf/parent-involvement-cultural-capital-and-the-achievement-gap-2s4qq6n891.pdf

Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children

A decade ago, Hoover‐Dempsey and Sandler offered a model of the parental involvement process that focused on understanding why parents become involved in their children’s education and how their involvement influences student outcomes. Since then, we and others have conducted conceptual and empirical work to enhance understanding of processes examined in the model. In this article (companion to Walker and colleagues’ article about scale development on the model in this issue), we review recent work on constructs central to the model’s initial question: Why do parents become involved in children’s education? Based on this review, we offer suggestions for (1) research that may deepen understanding of parents’ motivations for involvement and (2) school and family practices that may strengthen the incidence and effectiveness of parental involvement across varied school communities.

https://www.jstor.org/stable/10.1086/499194

Why Do Parents Become Involved? Research Findings and Implications

This meta-analysis of 41 studies examines the relationship between parental involvement and the academic achievement of urban elementary school children. Analyses determined the effect sizes for parental involvement overall and subcategories of involvement. Results indicate a significant relationship between parental involvement overall and academic achievement. Parental involvement, as a whole, was associated with all the academic variables by about 0.7 to 0.75 of a standard deviation unit. This relationship held for White and minority children and also for boys and girls. The significance of these results is discussed.

A Meta-Analysis of the Relation of Parental Involvement to Urban Elementary School Student Academic Achievement

A meta-analysis was undertaken, including 21 studies, to determine the impact of parental involvement on the academic achievement of minority children. Statistical analyses were undertaken to determine the overall effects of parental involvement obtained for each study as well as specific components of parental involvement. Four different measures of academic achievement were used. The possible differing effects of parental involvement by gender and socioeconomic status were also considered. The results indicate that the impact of parental involvement overall is significant for all the minority groups under study. For all groups, parental involvement, as a whole, affected all the academic variables under study by at least two tenths of a standard deviation unit. However, among some of the races, certain aspects of parental involvement had a greater impact than did others. The significance of these results is discussed.

A Meta-Analysis: The Effects of Parental Involvement on Minority Children's Academic Achievement.

This meta-analysis of 51 studies examines the relationship between various kinds of parental involvement programs and the academic achievement of pre-kindergarten-12th-grade school children. Analyses determined the effect sizes for various parental involvement programs overall and subcategories of involvement. Results indicate a significant relationship between parental involvement programs overall and academic achievement, both for younger (preelementary and elementary school) and older (secondary school) students as well as for four types of parental involvement programs. Parental involvement programs, as a whole, were associated with higher academic achievement by .3 of a standard deviation unit. The significance of these results is discussed.

A Meta-Analysis of the Efficacy of Different Types of Parental Involvement Programs for Urban Students

A meta-analysis was undertaken, including 66 studies, to determine the relationship between father involvement and the educational outcomes of urban school children. Statistical analyses were done ...

William H. Jeynes

Papers

The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis

A Meta-Analysis of the Relation of Parental Involvement to Urban Elementary School Student Academic Achievement

A Meta-Analysis: The Effects of Parental Involvement on Minority Children's Academic Achievement.

A Meta-Analysis of the Efficacy of Different Types of Parental Involvement Programs for Urban Students

A Meta-Analysis The Relationship Between Father Involvement and Student Academic Achievement