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Contributions from the home that affect student achievement

Contributions from the home that affect student achievement. Amanda Haney SPE 503 University of alabama.

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Contributions from the home that affect student achievement

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  1. Contributions from the home that affect student achievement Amanda Haney SPE 503 University of alabama

  2. “Efforts to improve educational outcomes in these schools, attempting to drive change through test-based accountability, are thus unlikely to succeed unless accompanied by policies to address the out-of-school factors that negatively affect large numbers of our nations’ students.” (Berliner, n.d)

  3. Socioeconomic Status (SES) • “An individual’s (or family’s, or household’s) relative position in the social hierarchy and directly relates to the resources in the home.” (Hattie, 2009 p. 63). • Effects from socioeconomic resources are more influential during the pre-school and early years of schooling. • “SES is more important at the school than at the individual level, and for the parents more than for the students.” (Hattie, 2009 p. 62)

  4. Parental Involvement • Casto and Lewis (1984) examined studies relating to parental involvement in early intervention programs and found there was little support for the idea that parental involvement leads to more effective intervention programs. • Crimm (1992) reviewed parental involvement and found greatest effects between kindergarten and grade 3. • Parent aspirations were the most important influence on their children’s achievement, wheras parental supervision in the forms of monitoring students’ homework, time watching television, and time going out with friends appeared. (Hong and Ho, 2005)

  5. Parental Involvement Continued • “The higher the hopes and expectations of parents with respect to the educational attainment of their child, the higher the student’s own educational expectations and, ultimately, the greater the student’s academic achievement.” (Hong & Ho, 2005 p.69). • Senechal (2006) found that a more active involvement by parents was more effective.

  6. Home Environment • Achievement is more closely linked to the socio-psychological environment and intellectual stimulation in the home than to parental socioeconomic status indicators such as occupation and education (Iverson, & Walberg, 1982). • The most consistent and highly correlated factors with achievement were maternal involvement, variety, and play materials (Gottfried, 1984).

  7. “Parents should be educated in the language of schooling, so that the home and school can share in the expectations, and the child does not have to live in two worlds- with little understanding between the home and school.” (Hattie, 2009 p.70)

  8. Television • The overall effects of television on achievement are small but negative; however, the effects of television on achievement are probably of far less interest and importance than most other influences on achievement (Hattie, 2009).

  9. Home Visiting • Home visits by school staff not only reduced child abuse but enhanced school achievement (Sweet & Applebaum, 2004). • “Most visits aimed to offer information and to enhance parental coping and child development” (Hattie, 2009 p. 70).

  10. Conclusion • “Parental expectations are far more powerful than many of the structural factors of the home (Hattie, 2009 p. )”. • “It is not so much the structure of the family, but rather the beliefs and expectations of the adults in the home that contributes most to achievement” (Hattie, 2009)

  11. References • Hattie, John (2009). Visible learning a synthesis of over 800 meta-analyses relating to achievement. New york: Routledge • Berline. (n.d.). home factors on student achievement. Retrieved from www.nea.org • Sweet, M.A., & Applebaum, M. I. (2004). Is home visiting an effective strategy? A meta-analytic review of home visiting programs for families with young children. Child Development, 75(5), 1435-1456. • Hong, S., & Ho, H.(2005). Direct and indirect longitudinal effects of parental involvement on student achievement: Second- order latent growth modeling across ethnic groups. Journal of Education Psychology, 97(1), 32-42.

  12. References Continued • Iverson, B.K., & Walberg, H.J., (1982). Home environment and school learning: A quantitative synthesis, Journal of Experimental Education, 50(3), 144-151. • Gottfried, A.W., (1984). Home environment and early cognitive development: Longitudinal research. Orlando, FL: Academic Press.

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