Download

Download eBook for Free

FormatFile SizeNotes
PDF file 0.2 MB

Use Adobe Acrobat Reader version 10 or higher for the best experience.

Purchase

Purchase Print Copy

 FormatList Price Price
Add to Cart Paperback26 pages $7.50 $6.00 20% Web Discount

In a society, the authors believe it is beneficial for parents to be involved in their children’s education. The research literature also supports the value of such involvement. The combination of these pre-existing beliefs and research results have led to assumptions that parent involvement programs will have the same salutary effects on student outcomes. As a result, parent involvement programs may be found in schools of every type throughout the country. Most parent involvement programs are small, home-grown, and lack the funds, expertise, or motivation to evaluation program effects. The Parent Institute of Quality Education (PIQE) sought RAND’s help in conducting an evaluation of its parent involvement program. The RAND evaluation relied on data from two large, urban California school districts. From the first district the authors collected teacher reports of student classroom behaviors and parent-school contact, and parent self-reports of changes in knowledge, expectations, and behaviors. From the second were obtained official school records of attendance, grades, and disciplinary actions from five elementary schools. These data included a marker that identified those parents who had completed PIQE and the time that they had done so (PIQE completion requires attendance at four or more of the six substantive sessions). The effects of PIQE were largely limited to parents. Most reported that PIQE participation increased their knowledge of good parenting and their expectations for their child, improved their parenting skills, and caused them to become more involved with the school. For the most part, teacher and parent reports of classroom contact did not agree. Further, teachers’ reports of parent visits to their classrooms revealed that PIQE parents were more likely to visit prior to PIQE participation, suggesting that more-involved parents may be more likely to sign up for PIQE in the first place. District One attendance levels did not vary by PIQE status, but high attendance rates at Time 1 made it very difficult to find increases. Data from District Two echo those from District One. Overall, the authors found no pre-post changes in student grades or behaviors when comparing students whose parents had participated in PIQE with those whose parents had not. However, they did find that among the Hispanic children, there were very small, nonsignificant differences in pre-post outcomes. A number of factors may have affected the ability to detect PIQE program effects, e.g., delayed measurement of outcomes, lack of random assignment, and insensitive outcome measurements, e.g., attendance levels. The analyses suggest several program improvements.

Research conducted by

This report is part of the RAND Corporation monograph report series. The monograph/report was a product of the RAND Corporation from 1993 to 2003. RAND monograph/reports presented major research findings that addressed the challenges facing the public and private sectors. They included executive summaries, technical documentation, and synthesis pieces.

Permission is given to duplicate this electronic document for personal use only, as long as it is unaltered and complete. Copies may not be duplicated for commercial purposes. Unauthorized posting of RAND PDFs to a non-RAND Web site is prohibited. RAND PDFs are protected under copyright law. For information on reprint and linking permissions, please visit the RAND Permissions page.

The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.