Effects of Traditional and Nontraditional Forms of Parental Involvement on School-Level Achievement Outcome: An HLM Study Using SASS 2007–2008

Abstract

ABSTRACTThe authors examined parental involvement's (PI) impact on school performance. The hierarchical linear modeling method was applied to national Schools and Staffing Survey 2007–2008 data. They found that PI variables explained significant variance for the outcomes of (a) meeting adequate yearly progress (AYP) and (b) being free from sanctions. The authors also found that PI in (a) open houses, (b) parent–teacher conferences, and (c) special events were statistically significant positive predictors for meeting AYP, and that PI (a) on hiring teachers, (b) in open houses, and (c) in special events were statistically significant positive predictors for being free from sanctions. PI on hiring teachers seemed to be an important strategy in turning around schools. The similarity and difference in the sets of statistically significant predictors for both outcomes indicate that some PI strategies were effective for all schools while others were effective for particular situations. Implications and limitations of the study were discussed.