PI: Kristin Duppong Hurley
Co-PI: Matthew Lambert
Funding Source: Institute of Education Sciences, US Department of Education (Grant # R324A190055)
Research Design: Secondary Data Analyses, 2019-2022
Objective: The goal of this project was to better understand associations between parental involvement and education outcomes for high school students at risk for emotional and behavioral disorder (EBD).
Study Description: As a group, youth with EBD experience high rates of dropout and juvenile arrest, and poorer academic performance when compared to youth without disabilities and those in other disability groups. While it has been widely documented that parental involvement plays an important role in the education outcomes of younger children, there is limited research on the types of parental involvement activities that are key to improving education outcomes among high school students, including those with EBD. This project addressed this gap by using data from a nationally representative dataset to explore relationships between parental involvement and proximal and distal education outcomes for students with and without risk for EBD.
Study Aims: Researchers conducted secondary data analyses of a nationally representative dataset to explore the role of parental involvement in predicting proximal and distal education outcomes for high school students at risk for EBD compared to those in the general population. Researchers also explored the potential mediating and moderating role of students' school engagement on relations between parental involvement and student outcomes.
Scope: The project used data from the HSLS:2009, a nationally representative, longitudinal study. HSLS:2009 data were collected from high school students and their parents, beginning in 2009 when students were in ninth grade and continuing in 2012, 2013, and 2016. Data from 12,692 students and their parents were used for the current study. Of these students, 2,010 were identified as at risk for EBD based on parents' reports of their behavior.
Current Status: We are conducting analyses and writing manuscripts on parental involvement in education.
Our Published Manuscripts in Parental Involvement in Education:
Lambert, M. C, Duppong Hurley, K., January, S-A A., & Huscroft-D'Angelo, J. (2022). The role of parental involvement in narrowing the academic achievement gap for high school students with elevated emotional and behavioral risk. Journal of Emotional and Behavioral Disorders, 34, 54-66. ERIC Number: EJ1340889
Duppong Hurley, K., Lambert, M., & Huscroft D’Angelo, J. (2019). Comparing a framework for conceptualizing parental involvement in education for students at-risk of emotional and behavioral issues and students without disabilities. Journal of Emotional and Behavioral Disorders, 27(2), 67-75.
Duppong Hurley, K., Lambert, M., *January, S.A., & Huscroft D’Angelo, J. (2017). Confirmatory factor analyses comparing parental involvement frameworks with secondary students. Psychology in the Schools, 54(9), 947-964. DOI: 10.1002/pits.22039