Abstract
Policy-makers, educators, and parents have long viewed effective parent involvement practices as a way to help close the education gap that exists within high minority public schools. The creation of No Child Left Behind (2002) has transformed parent involvement programs, which were once a luxury, into a requirement for those schools receiving Title I funding. The problem, however, is the difficulty in agreeing on what defines high-quality parent involvement practices. Through the examination of parent involvement research, such as Fan and Chen (2001), this paper reveals that parent expectations have the strongest relationship, of all parent involvement practices examined, in predicting students’ academic achievement. Furthermore, this paper discovered that the school level variable of school poverty, moderates the relationship between discrepancies in parent and student expectations and academic outcomes such as standardized testing.
Degree Date
Spring 5-18-2019
Document Type
Dissertation
Degree Name
Ph.D.
Department
Teaching and Learning
Advisor
Dr. Ken Springer
Second Advisor
Dr. Paul Yovanoff
Third Advisor
Dr. Akihito Kamata
Subject Area
Education, Statistics
Number of Pages
154
Format
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Suhy, Thom, "The Impact of the Discrepancies Between Student and Parent Expectations on Academic Achievement: An Ecological Approach" (2019). Teaching and Learning Theses and Dissertations. 4.
https://scholar.smu.edu/simmons_dtl_etds/4
