Abstract
<p>Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.</p>
Highlights
There are many reasons why students drop out of school
Research Question 3 (RQ3): Is there a statistically significant difference in the mean scores on mathematics teachers reports on parental involvement between low-achieving students who did not graduate from high school and low-achieving students who did graduate?
Research Question 1 (RQ1): The Multivariate Analysis of variance (MANOVA) from the student questionnaire revealed an overall significant effect of F(2, 2409) = 16.56 with an η2=0.014, indicating that the parental involvement of the 10th graders who graduated was statistically significant different compared with the parental involvement of low-achievers who dropped out
Summary
There are many reasons why students drop out of school. Multiple research studies have tried to identify risks to prevent the dropout problem (Blondal & Adalbjarnardottir, 2014; Fall & Roberts, 2012). Fall and Roberts (2012) indicated supports from parents and teachers positively influence students’ behaviors and academic achievement; their influence decreased student dropout rates. Fall and Roberts (2012) indicated supports from parents and teachers positively influence students’ behaviors and academic achievement; their influence decreased student dropout rates. Multiple research studies have tried to identify risks to prevent the dropout problem (Blondal & Adalbjarnardottir, 2014; Fall & Roberts, 2012). They reported when students feel support from parents or teachers, they are more in control and more determined in school. The study was guided by the SelfDetermination Theory framework (Deci & Ryan, 2013)
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