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, 2019-2021
Objective: The goal of this project is 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 youth, including those with EBD. The current project will address 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 will conduct secondary data analyses to address three primary research aims. First, they will examine the role of parental involvement in predicting education outcomes (grades, math performance) for ninth grade students in the general population and students at risk for EBD. Second, they will investigate whether parental involvement in ninth grade differentially predicts longer-term outcomes (such as graduation status and enrollment in college or entrance into the workforce upon completion of high school) for students at risk compared to those in the general population. Third, the researchers will explore the potential mediating or moderating role of students' school engagement.
Scope: The project will use 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 will be used for the current study. Of these students, 2,010 are 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:
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. doi.org/10.1177/1063426618763112
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
We are currently conducting a literature review of the parental self-report measurement of parental involvement in education, including both published assessments and items used in national datasets.