Date of Award

1-1-2017

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational Policy and Leadership

Content Description

1 online resource (iii, ix, 131 pages) : illustrations (some color)

Dissertation/Thesis Chair

Kathryn Schiller

Committee Members

Lynn Lisy-Macan, Gilbert Valverde

Keywords

ECLS, mathematics, parent involvement, reading achievement achievement, special education, Children with disabilities, Reading (Elementary), Reading, Mathematics, Special education, Home and school, Parents of children with disabilities

Subject Categories

Educational Administration and Supervision | Educational Leadership

Abstract

Parent involvement in education has long been viewed as a pathway to increased student achievement. Although much research exists with regard to this topic, little examines this relationship specifically for students with disabilities in grades 1-5 despite being required by both the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA). Representing nearly 13% of the school-age population demands a more in-depth examination of the potential for parent involvement to impact the achievement of an already disadvantaged subgroup. This study uses the Early Childhood Longitudinal Study 1998-99 (ECLS) publicly available data set to investigate the relationships between 3 forms of parent involvement (i.e. home, school, and community) and reading and mathematics achievement of students with disabilities. The ECLS 1998-99 Study followed approximately 21,000 students selected to represent nearly 220,000 students from kindergarten through eighth grade. For this study, 1,544 students with disabilities in grades 1-5 were selected for analysis. Only students with complete survey data were included. The effects of parent involvement upon reading and mathematics were measured while controlling for race, socioeconomic status, gender, age, family context, special education status at kindergarten, and first-grade reading and mathematics achievement as measured by the study. Analyses completed included both multiple regression and linear mixed effects models which revealed that, over time, all three involvement types affect reading and mathematics achievement. Both community and school-based involvement had positive effects while at-home involvement was found to negatively impact achievement.

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