Parental involvement declines as students move from eighth to tenth grade in Chicago and nationally¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2003: baselines and conditions change

Subclaims¶

q3 i? Chicago eighth graders report substantially more parental involvement (homework help, checking, school attendance) than tenth graders. → Roderick 1998 q2 i? Nationally, NELS students report significant declines in parental monitoring and discussion between eighth and tenth grade. → Roderick 1998 (2)

Evidence¶

Roderick 1998¶

Roderick, M., Stone, S., with Arney, M., Chiong, J., DaCosta, K., & Waxman, E. (1998). Changing Standards, Changing Relationships: Building Family-School Relationships to Promote Achievement in High Schools. Consortium on Chicago School Research. https://ccsr.uchicago.edu/publications/changing-standards-changing-relationships-building-family-school-relationships-promote

q3 · i? · associational · r2

Consortium on Chicago School Research student surveys of approximately 28,000 Chicago eighth and tenth graders in winter 1997. Students reported lower parental homework help, checking, discussion, meeting attendance, and volunteering in tenth grade (e.g., 35% vs. 22% for homework help).

"eighth graders in Chicago Public Schools are much more likely than tenth graders to say that their parents help with homework or were involved in their school that year"

Roderick 1998 (2)¶

Roderick, M., Stone, S., with Arney, M., Chiong, J., DaCosta, K., & Waxman, E. (1998). Changing Standards, Changing Relationships: Building Family-School Relationships to Promote Achievement in High Schools. Consortium on Chicago School Research. https://ccsr.uchicago.edu/publications/changing-standards-changing-relationships-building-family-school-relationships-promote

q3 · i? · associational · r2

National Education Longitudinal Study of 1988 panel of 17,224 students in roughly 1,000 schools surveyed in eighth and tenth grades. The brief reports monitoring "declined significantly between eighth and tenth grade," with discussion of school programs falling from 39% to 19%.

"Overall, students’ reports of parental monitoring between high school and elementary school declined significantly between eighth and tenth grade. Thirty-nine percent of the eighth graders say that they often discuss programs at school with their parents. By tenth grade, that level of monitoring drops by more than half, to just 19 per-cent."

Discussion¶

Related Claims¶

• Ninth-grade teachers report less communication with and academic support for parents than eighth-grade teachers — related
• Peer support for academic work declines as Chicago students move from sixth through tenth grade — related
• Students' reports of teacher personalism drop sharply between eighth and tenth grade in Chicago public schools — related
• The Charting Reform surveys reached 266 elementary schools and 40 high schools in Chicago in Spring 1994 — related
• Family engagement typically declines from elementary to middle school for several identified reasons — a broader claim this one bears on
• The relationships among perceived parental involvement in homework, student homework behaviors, and academic achievement differ among elementary, junior high, and high school students. — related
• Chicago public high school seniors do considerably less homework than high school seniors nationally — related
• Stakeholders reported parents became less involved in schools after the 1988 reform act, despite the act's involvement goal — related
• Nearly half of Chicago eighth graders and more than a third of tenth graders rate their classes as disruptive or very disruptive, and teachers corroborate frequent disruption — related