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Edited by
Alan Booth & Judith F. Dunn
FAMILY-SCHOOL LINKS
How Do They Affect
Educational Outcomes?
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FAMILY-SCHOOL LINKS
How Do They Affect
Educational Outcomes?
Edited by
Alan Booth
Judith F. Dunn
Pennsylvania State University
|J Routledge
Taylor & Francis Croup
NEW YORK AND LONDON
First Published by
Lawrence Erlbaum Associates, Inc., Publishers
10 Industrial Avenue
Mahwah, New Jersey 07430
Transferred to Digital Printing 2009 by Routledge
270 Madison Ave, New York NY 10016
27 Church Road, Hove, East Sussex, BN3 2FA
Copyright © 19% by Lawrence Erlbaum Associates, Inc.
All rights reserved. No part of this book may be reproduced in
any form, by photostat, microfilm, retrieval system, or any other
means, without the prior written permission of the publisher.
Library of Congress Cataloging-in-Publication Data
Family-school links : how do they affect educational outcomes? /
edited by Alan Booth, Judith F. Dunn,
p. cm.
Includes bibliographical references and index.
ISBN 0-8058-1840-5
1. Home and school—United States. 2. Academic achievement—
United States. 3. Family—United States. I. Booth, Alan, 1935—
II. Dunn, Judith F., 1939-
LC225.3.F387 1995
371.19'312—dc20 95-20987
CIP
Publisher’s Note
The publisher has gone to great lengths to ensure the quality of this reprint
but points out that some imperfections in the original may be apparent.
Contents
Preface
PART I: FAMILIES AND SCHOOLS:
HOW CAN THEY WORK TOGETHER
TO PROMOTE CHILDREN'S SCHOOL SUCCESS?
1 Family Involvement in Children's and
Adolescents' Schooling
jacquelynne S. Eccles and Rena D. Harold
2 The Structural Context of Family-School Relations
Sanford M. Dombusch and Kristan L. Glasgow
3 Parents as Full Partners in Education
Norris M. Haynes and Michael Ben-Avie
4 Assessing Parent Involvement in Schooling:
A Critical Analysis
Annette Lareau
PART II: HOW DO SCHOOL PROCESSES
AFFECT CHILDREN AND THEIR FAMILIES?
5 Schools and Children at Risk
Karl L. Alexander and Doris R. Entwisle
vi CONTENTS
6 Inequality in Educational Achievement:
Families Are the Source, But Are
Schools a Prophylactic? 89
Thomas D. Cook
7 Effects of Schooling on Children and Families 107
Adam Gamoran
8 Schools, Children at Risk, and Successful Interventions 115
Claude Goldenberg
9 Further Comments on Seasonal Learning 125
Doris R. Entwisle and Karl L. Alexander
PART III: HOW IS CHANGING FAMILY STRUCTURE
AFFECTING SCHOOL OUTCOMES?
10 Family Change and Student Achievement:
What We Have Learned, What It Means for Schools 139
Nicholas Zill
11 Changes in Families and Trends in Schooling 175
Robert D. Mare
12 Family Composition, Family Interaction, and
Children's Academic and Behavior Problems:
Interpreting the Data 185
Elizabeth G. Menaghan
13 Toward a Balanced View of Family Change 197
Diane Scott-jones
PART IV: BUILDING RESEARCH AND
POLICY AGENDAS: NEW DIRECTIONS
14 Perspectives and Previews on Research and Policy
for School, Family, and Community Partnerships 209
Joyce L. Epstein
15 New National Directions in Research and Policy 247
Oliver C. Moles
16 Research and Practical Application for School, Family,
and Community Partnerships 255
Gary M. Lloyd
CONTENTS vii
17 Family Diversity, intellectual Inequality, and
Academic Achievement Among American Children 265
Daniel T. Lichter
18 Family-School Links: An Overview 275
Karen L. Bierman
Author Index 289
Subject Index 297
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Preface
The topic of the links between families and schools and how these affect chil
dren’s educational achievement encompasses a host of questions, each of key
social and educational significance. How far does parental involvement in schools
affect children’s experiences and achievement at school? What explains the great
differences between schools, families, and communities in the extent of such
involvement? Are these differences a matter of school practices, or do they reflect
much broader social and cultural divisions? What is the nature of the impact of
schools on children and their families? And, most importantly, how can family-
school partnerships be fostered in a way that helps children?
The chapters in this book address these questions and related issues. The
authors take very different perspectives, highlight different aspects of the issues,
and suggest widely differing answers to the questions. The chapters are based
on the presentations and discussions from a national symposium on family-school
links held at the Pennsylvania State University October 31-November 1, 1994,
as the second in a series of annual symposia focused on family issues. The
symposium was organized around four overarching questions; for each of these
four themes, there was a lead paper, followed by three discussants’ papers. These
themes form the four sections of the book, and they are followed by a final
overview chapter.
In the first section of the book, the chapters focus on how families and schools
can work together to promote children’s education and school success. In the
lead chapter, Eccles and Harold review the evidence on the extent and the sequelae
of parental involvement, and present findings from two important large scale
studies, conducted in Chicago and in Maryland. Their data show that parents
and teachers can play a critical role if they work together, but note that although
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