Does weak academic performance activate parental involvement in schools? A cross-country perspective from the 2015 PISA round

College

School of Economics

Department/Unit

Economics

Document Type

Archival Material/Manuscript

Publication Date

2020

Abstract

The empirical literature connecting parental involvement with children’s academic performance is one of the most contentious in education policy debates. Home-based parental involvement, or the role of parenting and the family in ensuring that there is a supportive and conducive learning climate at home, has been known to positively relate with academic performance. However, the activation and mechanisms of parents’ school-based involvement are much less understood. In this paper, we show parents’ involvement with schools is more frequently activated among parents of lower-performing students in 12 countries, inferring that poor academic performance in specific subject areas are the likely triggers of school-to-home interaction. Involvement is also triggered at different score thresholds depending on the country, reflecting cultural differences in parental involvement conventions among schools.

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Disciplines

Education

Keywords

Academic achievement; Education—Parent participation

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