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Family Composition, Parental Involvement and Young Children's Academic Achievement

This study examined whether first‐, second‐, and third‐grade students’ achievement in language and mathematics was affected by factors from both the family context, including family size, number of adult caregivers, and parents’ educational level, and the type of school related activities practised by parents. Participants in the study were 333 students (grades 1‐3) whose parents had completed and returned a questionnaire designed to measure parents’ attitude toward school and the extent of their involvement in school related activities. Academic achievement was related to measures of family composition (family size, number of adult caregivers, and parents’ educational level). After controlling for race and gender, parents’ educational level was associated with the students’ scores on achievement tests. Furthermore, students whose parents engaged in learning activities at home were more likely to obtain higher achievement (language) scores. The study lends support to current practices commonly found in early childhood programs for involving parents in their children's schooling.