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.
Teaching and Learning
Dr. Ken Springer
Dr. Paul Yovanoff
Dr. Akihito Kamata
Education, Statistics, Psychology, General/Other
Number of Pages
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Suhy, Thom, "The Impact of the Discrepancies Between Student and Parent Expectations on Academic Achievement: An Ecological Approach" (2019). Department of Teaching and Learning Theses and Dissertations. 4.