The aim of this study is to extend past research by examining within- and between-child associations among parent involvement and children's academic and socioemotional trajectories during elementary school. However, teachers and parents may discuss children's behavior in the classroom as well, since behavior problems and social functioning may have immediate consequences for the classroom environment and teachers’ instructional efforts. Such activities should prompt more enrichment at home and attunement to a child's academic progress. This propensity may be attributed to the academic nature of many of the behaviors defined as parent involvement like helping with homework. Past research on parent involvement has also been more heavily focused on associations with student achievement, with less attention to social and emotional domains of children's development. The role of parent involvement in the later years of schooling has received less attention. Over the years, a large literature has documented the importance of parent involvement for young children.
![stats modeling the world 3rd edition powerpoint stats modeling the world 3rd edition powerpoint](https://i.pinimg.com/564x/d7/1f/ee/d71fee0648773f3879a828ae1925967b.jpg)
These programs encourage parent involvement by inviting parents to participate in activities at school and facilitating parent-teacher communication. Moreover, parent involvement is a key component of early childhood education programs, such as Head Start. Consequently, parent involvement is encouraged by teachers, childcare providers, policy makers, parents, and researchers ( Duch, 2005 Sheldon & Epstein, 2005). Parent involvement is often considered a pathway through which schools enhance the achievement of underperforming children ( Berger, 1991). Roughly 80% of parents in the nationally representative sample reported attending school events and about 60% reported volunteering in the classroom. Parent Involvement and Children's Academic and Social Development in Elementary SchoolĪ recent report by Herrold and O'Donnel (2008) from the National Center for Education Statistics found that over 90% of parents of elementary school children reported attending general school meetings, like those for the PTA/PTO, as well as participating in regularly scheduled parent teacher meetings throughout the school year.