You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Parental School Involvement and Children's Academic Achievement: Pragmatics and Issues
Nancy E. Hill and Lorraine C. Taylor
Current Directions in Psychological Science
Vol. 13, No. 4 (Aug., 2004), pp. 161-164
Stable URL: http://www.jstor.org/stable/20182940
Page Count: 4
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
Developing collaborations between families and schools to promote academic success has a long-standing basis in research and is the focus of numerous programs and policies. We outline some of the mechanisms through which parental school involvement affects achievement and identify how patterns and amounts of involvement vary across cultural, economic, and community contexts and across developmental levels. We propose next steps for research, focusing on the importance of considering students' developmental stages, the context in which involvement takes place, and the multiple perspectives through which involvement may be assessed. Finally, we discuss enhancing involvement in diverse situations.
Current Directions in Psychological Science © 2004 Association for Psychological Science