Approaches to Parent Involvement for Improving the Academic Performance of Elementary School Age Children

Abstract

This Campbell systematic review's objective is to summarize the most dependable evidence on the effect of parental involvement intervention programs for improving the academic performance of elementary school age children. The most dependable evidence is defined as studies that include at least two groups and use random assignment to form a fair comparison between groups.19 Randomised Controlled Trials met the inclusion criteria for the systematic review. The overall findings were that parent involvement has a positive and significant effect on children's overall academic performance. It is also clear that the effect is large enough to have practical implications for parents, practitioners, and policymakers (d= 0.45).The overall effect suggested that when parents participated in academic enrichment activities with their children outside of school, the benefits were manifest in improved academic performance in school. This result was striking when one considers that the median length of parent involvement was only 11 weeks. This review has uncovered compelling support for the use of a parent involvement program as a viable supplementary intervention to improve children's academic performance in school, and for the parent involvement component of the No Child Left Behind mandate.

Evaluation of the Plymouth Parent Partnership: SPOKES programme

“…Two recent metaanalyses from the USA suggested that increasing parental involvement in primary and secondary schools had, on average, two to three months' positive impact (Jeynes, 2005;Nye, Schwartz, and Turner, 2006). These findings cover a wide variety of interventions at different age levels and for different subjects, some for regular students, and some for those struggling.…”

Effects of parent and child pre-intervention characteristics on child skill acquisition during a school readiness intervention

“…Parent support was targeted for special emphasis in REDI-P based on research suggesting that a supportive approach may increase parent’s capacity to engage their children effectively in learning activities, and parents who are supportive when they work with their children may have a greater impact on the growth in child skills (Landry, Smith, & Swank, 2006; Nye, Turner, & Schwartz, 2006). Interactions high in parent support are characterized by positive affect (e.g.…”

Hacia una educación basada en la evidencia

“…Si se cuentan solo las revisiones sistemáticas elaboradas directamente por el grupo de educación y publicadas en su página web, entre el año 2002 y 2013 este grupo ha realizado y publicado un total de 17 revisiones sistemáticas. Sin embargo, si se considera el total de revisiones hechas sobre temas que atañen a la educación en colaboración con otros grupos, la cifra asciende a 91 revisiones sistemáticas publicadas, sobre temas tan diversos como la importancia del involucramiento de las familias en el logro académico de los estudiantes (Nye, Schwartz y Turner, 2006;Spier et al, 2013), o la efectividad de los programas de intervención sobre el acoso escolar (Farrington y Ttofi, 2009;Ttofi, Loeber, Lösel, y Farrington, 2012), la violencia (Petrosino, Guckenburg, y Fronius, 2013) o el abuso sexual (Zwi et al, 2007), entre otras. Muchas de las revisiones tratan sobre temas en extremo específicos, como pueden ser la efectividad de los programas educativos para la reducción de la prevalencia de la mutilación genital femenina en paí-ses africanos (Berg y Denison, 2012), o de los programas para disminuir el embarazo en adolescentes (Scher, Maynard, y Stagner, 2006) o de los programas de bolsa de empleo para personas con desórdenes del espectro autista (Westbrook, Fong, Nye, Williams, Wendt y Cortopassi, 2013).…”