The purpose of this study was to investigate the effects of parental involvement on student academic achievement. Parental involvement using forty-nine fifth graders and twenty-five sixth graders from an inner city public school in Wilmington, Delaware was measured by monitoring agenda book signatures and parent-teacher conference attendance. Reading test scores of students with high parental involvement were compared to students with low parental involvement using a comparison of test score means and Pearson correlations. Results indicated that there was no significant difference between the reading test scores of students who had high parental involvement and the students who had low parental involvement. The following are the major conclusions of the study: (a) There are many dimensions of parental involvement. (b) The parental involvement dimension of communication has no significant effect on student reading achievement. (c) Ethnicity may have a correlation with parental involvement.
","abstract_html":"<p>The purpose of this study was to investigate the effects of parental involvement on student academic achievement. Parental involvement using forty-nine fifth graders and twenty-five sixth graders from an inner city public school in Wilmington, Delaware was measured by monitoring agenda book signatures and parent-teacher conference attendance. Reading test scores of students with high parental involvement were compared to students with low parental involvement using a comparison of test score means and Pearson correlations. Results indicated that there was no significant difference between the reading test scores of students who had high parental involvement and the students who had low parental involvement. The following are the major conclusions of the study: (a) There are many dimensions of parental involvement. (b) The parental involvement dimension of communication has no significant effect on student reading achievement. (c) Ethnicity may have a correlation with parental involvement.</p>","abstract_has_math":false,"creators":["Pinkett, Kevin G."],"institution":null,"degree_name":"M.A. in School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Klanderman, John","Dihoff, Roberta"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-05-01T07:00:00Z","date_published":"2002-05-01T07:00:00Z","updated_at":"2026-07-24T04:14:32Z","subjects":["Academic achievement; Education, Elementary--Parent participation; Fifth grade (Education); Sixth grade (Education)","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1499","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Klanderman, John","Dihoff, Roberta"]},{"key":"dc:creator","label":"Author","values":["Pinkett, Kevin G."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Academic achievement; Education, Elementary--Parent participation; Fifth grade (Education); Sixth grade (Education)","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1499"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate the effects of parental involvement on student academic achievement. Parental involvement using forty-nine fifth graders and twenty-five sixth graders from an inner city public school in Wilmington, Delaware was measured by monitoring agenda book signatures and parent-teacher conference attendance. Reading test scores of students with high parental involvement were compared to students with low parental involvement using a comparison of test score means and Pearson correlations. Results indicated that there was no significant difference between the reading test scores of students who had high parental involvement and the students who had low parental involvement. The following are the major conclusions of the study: (a) There are many dimensions of parental involvement. (b) The parental involvement dimension of communication has no significant effect on student reading achievement. (c) Ethnicity may have a correlation with parental involvement.
"]},{"key":"dc:title","label":"Title","values":["Parental involvement and its effects on student academic achievement"]}]}],"canonical_facts":{"dc:contributor":["Klanderman, John","Dihoff, Roberta"],"dc:creator":["Pinkett, Kevin G."],"dc:date.available":["2016-05-18T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to investigate the effects of parental involvement on student academic achievement. Parental involvement using forty-nine fifth graders and twenty-five sixth graders from an inner city public school in Wilmington, Delaware was measured by monitoring agenda book signatures and parent-teacher conference attendance. Reading test scores of students with high parental involvement were compared to students with low parental involvement using a comparison of test score means and Pearson correlations. Results indicated that there was no significant difference between the reading test scores of students who had high parental involvement and the students who had low parental involvement. The following are the major conclusions of the study: (a) There are many dimensions of parental involvement. (b) The parental involvement dimension of communication has no significant effect on student reading achievement. (c) Ethnicity may have a correlation with parental involvement.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1499"],"dc:subject":["Academic achievement; Education, Elementary--Parent participation; Fifth grade (Education); Sixth grade (Education)","Educational Psychology"],"dc:title":["Parental involvement and its effects on student academic achievement"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Psychology"]},"updated_at":"2026-07-24T04:14:32Z"}