Parental support of learning in low SES children : case studies of four first-grade parents and their children



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School districts try to provide effective educational programs to meet the needs of all of the children enrolled. It is a difficult task. The student populations typically found in public schools are broad and diverse in nature and represent a wide range of socioeconomic and family backgrounds. There is abundant research to suggest that differences in socioeconomic status are related to differences in student achievement. This research focused on the impact of a parent training program in supportive parental behaviors to see if such a program would affect the achievement of children from low socioeconomic backgrounds. Four separate case studies about such parent training involving the parents of children from low socioeconomic backgrounds were developed. Attention was given to the impact of parental supportive actions on student achievement during the baseline, intervention, and follow-up periods of. the study. Additionally, student performance comparisons were made against the performance of two control groups consisting of children from low and middle socioeconomic backgrounds. The study found that the parental training intervention was not effective with regard to the educational performance of the experimental group as a whole. However, the results indicated that the training program positively affected the achievement of the experimental group children whose parents had high initial supportive attitudes toward education prior to the intervention.



School children--Economic conditions, School children--Social conditions, Home and school