Family–school partnerships are empirically linked to children's academic success (as the review states the background evidence)¶
Claim · All claims
Evidence · 1 study · reviewr?·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The review states that empirical evidence links family–school partnerships to children's academic success. → Badiuzzaman 2025
Evidence¶
Badiuzzaman 2025¶
Badiuzzaman, Md; Lee, Jung-Sook; Cumming, Terry. (2025). A Systematic Review of the Impact of the Multilevel Digital Divide in Technology-Integrated Family–School Partnerships. https://doi.org/10.3102/00346543251400771
q2 · i? · review · r?
The review reports, citing the background empirical literature, that "family–school partnerships are linked to children's academic success." The review offers no pooled effect size for this link in the text provided.
"Empirical evidence indicates that family–school partnerships are linked to children's academic success."
Discussion¶
Related Claims¶
- Digital technology in family–school partnerships provides new opportunities but raises concerns for families with limited access or digital skills — related
- Family engagement is connected to stronger social-emotional development, higher attendance, and better academic outcomes — related
- The multilevel digital divide presents multiple challenges for parents in technology-integrated family–school partnerships — related
- The second-level digital divide (skills and usage gaps) limits the benefits of technology-integrated family–school partnerships for many parents — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
family-school-partnerships-linked-academic-success |
title |
Family–school partnerships are empirically linked to children's academic success (as the review states the background evidence) |
description |
Family–school partnerships are empirically linked to children's academic success (as the review states the background evidence) |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-20 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — badiuzzaman-2025 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.