Training in parental school involvement at home, positive reinforcement, psychoeducation, and use of explicit goals showed positive frequency values across reading, math, and GPA outcomes¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2020 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Four common practice elements were used in interventions effective across all three outcome categories (reading, math, GPA), including training in parental school involvement at home. → Engell 2020

Evidence¶

Engell 2020¶

Engell, T., Kirkøen, B., Hammerstrøm, K. T., Kornør, H., Ludvigsen, K. H., & Hagen, K. A. (2020). Common Elements of Practice, Process and Implementation in Out-of-School-Time Academic Interventions for At-risk Children: a Systematic Review. Prevention Science. https://doi.org/10.1007/s11121-020-01091-w

q3 · i? · quant-synthesis · r2

Systematic review frequency analysis across the three most frequently affected outcomes (reading n=21, math n=6, GPA n=6 studies). The review reports these four elements "were used in interventions with positive FVs across all three outcomes"; no effect sizes were computed.

"Training and guidance in parental school involvement at home, positive reinforcement and praise, psychoeducation, and use of explicit goals were used in interventions with positive FVs across all three outcomes."

Discussion¶

Related Claims¶

• Structured tutoring was the most common practice element but was ineffective in about 25% of studies using it, illustrating popularity bias in common elements reviews
• The most common combination in effective OSTA interventions was professionals training caregivers in parental school involvement at home and homework support combined with positive reinforcement — related
• Training parents to provide homework support was the most frequent common practice element in effective OSTA interventions for reading, and all 11 interventions using it were effective — related
• Parental involvement has a small to moderate, practically meaningful relationship with students' academic achievement — a broader claim this one bears on
• Parent Involvement Improves Early Reading — related
• Parent involvement is associated with higher academic achievement in meta-analyses of mostly correlational studies — related
• The parental involvement–achievement relationship is stronger for global achievement indicators (e.g., GPA) than for subject-specific indicators (e.g., math grade) — related
• Quality monitoring was the most common implementation element and regular support to the intervention receiver the most common process element in effective OSTA interventions — related
• Parental involvement approaches fall just below the Zone of Desired Effects for FV consumption or preference (Md = 0.39) and were never stand-alone — related