Parent and Family Involvement in Education: 2002-03.
This report presents data on parents' and families' involvement in their children's education in the United States. The data are from the Parent and Family Involvement in Education Survey of the 2003 National Household Education Surveys Program (PFI-NHES:2003). The survey was completed by parents of over 12,000 children in kindergarten through grade 12. Data highlights are shown below, along with examples of questions for each topic area of the questionnaire.The NHES:2003 sample was selected using random digit dial (RDD) methods, and the data were collected using computer-assisted telephone interviewing (CATI) technology. The sample for the 2003 survey is nationally representative of all children in kindergarten through grade 12 enrolled in regular school or homeschooled in the 50 states and the District of Columbia. A screener was used to collect information on household composition and interview eligibility. Screener interviews had a weighted screener unit response rate of 65 percent. In households with one eligible child, the child was selected for PFI with certainty. In households with two eligible children, both were selected for PFI with certainty. If there were more than two eligible children or youth, then two were sampled with equal probability. The parent interview had a weighted unit response rate of 83 percent using base weights. The overall unit response rate for the Parent and Family Involvement in Education Survey in 2003 was 54 percent. A unit nonresponse bias analysis was undertaken for NHES:2003 (see Montaquila, Brick, and Brock forthcoming). The analysis of unit nonresponse bias showed no evidence of bias in estimates computed with nonresponse adjusted weights from PFI-NHES:2003.
The results presented below were chosen to highlight some of the findings in the tables. To test the differences between estimates, Student's t statistics were calculated. All differences reported were significant at the .05 level. (More information about the statistical test used is in the Technical Notes section of the full report, along with a discussion of sampling methodology.)
Many of the tables include estimates for students in kindergarten through grade 12. However, some tables are divided into estimates for students in kindergarten through grade 5 or in grades 6 through 12. This is because for some topic areas (e.g., home activities), different questions were asked of parents of younger children than of parents of older children. Similarly, while a common set of selected school, household, and student characteristics is repeated across most tables, there are occasional variations in either the characteristics, the population, or both that are designed to fit particular data items. Students who were homeschooled were excluded from all of the tables.
School Practices Encouraging Parents' Involvement
Parents were asked about school communication with families, such as sending the family personal notes or e-mails specifically about their child; sending newsletters, memos, or notices; and calling the family on the telephone. Parents were also asked about school practices to provide information to parents, such as information about their child's performance and their opportunities to volunteer at the school.
* As the student's grade level increased, relatively fewer parents reported that schools sent home notes or e-mails. Relatively more parents of fourth- and fifth-graders reported that schools sent home notes or e-mails specifically about their children (55 percent) than parents of students in sixth to eighth grade (49 percent). Similarly, more parents of students in 6th to 8th grade reported that schools sent home notes or e-mails specifically about their children (49 percent) than parents of students in 9th and 10th grade (42 percent).
Parents' Involvement in Their Children's School
Parents were asked if they had attended a general school meeting, a regularly scheduled parent-teacher conference, or a school or class event. They were also asked if they had acted as a volunteer or served on a school committee and if they had participated in fundraising for the school.
* The percentage of students in kindergarten through grade 12 whose parents reported (in a single-item question) that they had acted as a volunteer at their children's schools or served on a school committee was higher for students in private schools that were either church related or not church related (70 and 63 percent) than for students in public schools that were either assigned or selected by parents* (38 and 40 percent) (table A).
* The percentage of students whose parents had attended a general school meeting was higher in households where parents had completed higher levels of education. Specifically, the percentage of students whose parents reported that they had attended a general school meeting was higher for children whose parents had attended graduate or professional school (93 percent) or completed college (93 percent) than for children whose parents had completed only a high school education or the equivalent (84 percent), and children whose parents had completed less than a high school education (70 percent) (table A).
Parents' Involvement in Their Children's Homework
Parents were asked about the frequency with which the student did homework at home and the number of hours the student spent doing homework. They were also asked if there is a place in their home set aside for the student to do homework, if an adult in the household checks that homework is done, and the number of days per week that persons inside or outside the household help with homework.
* In kindergarten through grade 12, 95 percent of children had parents who reported they assisted with homework. In addition, 85 percent of children in kindergarten through grade 12 had parents who reported that an adult in the household checked that homework was done.
* Overall, 90 percent of students in kindergarten through grade 12 had a place in their homes set aside for doing homework. Relatively fewer children of parents with less than a high school diploma had a place in their homes set aside for homework (80 percent), compared to children whose parents had completed a high school education or more--90 percent for high school education or the equivalent, 91 percent for vocational/technical education after high school or some college, 89 percent for completed college, and 92 percent for attended graduate or professional school.
Parents' Involvement With Their Children in Nonschool Activities
Parents of students in kindergarten through grade 3 were asked how often someone in the family had read to the student in the past week. Parents of students in kindergarten through grade 12 were asked about home activities with the student in the past week and outings with the student in the past month.
* In kindergarten through grade 5, the percentage of students whose parents reported they had played sports, active games, or exercised with them increased as parents' education level increased. Specifically, the percentage of students in kindergarten through grade 5 whose parents reported that they had played sports, active games, or exercised with their children was lower for children whose parents had completed less than a high school education (68 percent) than for children whose parents' highest educational attainment was a high school education or the equivalent (77 percent), children whose parents had completed vocational or technical education after high school or some college (80 percent), children whose parents had completed college (84 percent), and children whose parents had attended graduate or professional school (87 percent).
* The percentage of students in kindergarten through grade 12 whose parents reported taking them to a public library in the past month was higher for Asian students (65 percent) than for White, non-Hispanic (41 percent), Black, non-Hispanic (49 percent), or Hispanic students (44 percent).
Student Experiences With Their Schools
Parents were asked about the extent to which they agreed or disagreed with statements about whether the student finds his or her schoolwork challenging, whether the student enjoys school, whether most students and teachers in the student's school respect each other, and whether the school makes it easy for the family to be involved.
* The percentage of students in kindergarten through grade 12 whose parents reported that they "strongly agreed" that the student's school makes it easy for the family to be involved was higher for students in households above the poverty level (45 percent) than for students in households at or below the poverty level (35 percent).
Parents' Expectations and Planned Financial Support for Their Children's Postsecondary Education
Parents were asked about the highest education level they expected their children to attain. Those who expected their children to continue education after high school were also asked questions about their plans to help pay for their children's education after high school.
* The percentage of students in kindergarten through grade 12 whose parents expected their children to earn a graduate or professional degree was higher among students in private schools that were not church related (48 percent) than in other types of private and public schools (28 to 41 percent) (table B).
* Among students in kindergarten through grade 12 whose parents expected them to continue their education after high school, the percentage whose parents planned to help pay for their children's postsecondary education was higher in households where parents had completed higher levels of education. Specifically, the percentage of students whose parents reported that they planned to help their children pay for education after high school was higher for children whose parents had attended graduate or professional school (93 percent) or completed college (91 percent) than for children whose parents' highest educational attainment was vocational or technical education after high school or some college (81 percent), children whose parents had completed only a high school education or the equivalent (75 percent), and children whose parents had completed less than a high school education (59 percent) (table B).
Student Activities in and out of School
Parents were asked whether the student participated in school activities. They were also asked about student participation in a variety of out-of-school activities, such as music lessons, sports, and educational programs.
* In kindergarten through grade 12, the percentage of students who reportedly participated in school activities increased as parents' education level increased. Specifically, the percentage of students in kindergarten through grade 12 whose parents reported that their children participated in school activities was higher for students whose parents had attended or completed graduate or professional school (70 percent) than for students whose parents' highest level of education completed was a vocational or technical education after high school or some college (58 percent), only a high school education or the equivalent (49 percent), and less than a high school education (35 percent).
Parents' Satisfaction With School
Parents were asked how well the school did at providing information in various areas related to the child and the school (e.g., their child's performance, opportunities to volunteer at the school). Parents were also asked about their satisfaction with the school, their children's teachers in 2002-03, the academic standards of the school, and order and discipline at the school. In addition, parents were asked about the amount of homework assigned and the amount of standardized testing at the school.
* The percentage of students in kindergarten through grade 12 whose parents reported their children's school did "very well" at providing information about the student's performance was lower among students in public, assigned schools (58 percent) than in public schools selected by parents and private schools (64 to 76 percent).
* The percentage of students in kindergarten through grade 12 whose parents reported being "very satisfied" with their school was higher for students whose parents had graduated from college (64 percent) or attended graduate or professional school (64 percent) than for students whose parents' highest education was a high school education or the equivalent (59 percent) or less than a high school education (56 percent).
School Choice
Parents of public school students were asked if their children were in a regularly assigned school or a school that they chose. They were also asked whether the family had moved to the neighborhood so that the student would be eligible for the school.
* The percentage of public school students in kindergarten through grade 12 whose parents reported that their children attended a public school of choice was higher for Black, non-Hispanic students (25 percent) and Asian or Pacific Islander, non-Hispanic students (22 percent) than for White, non-Hispanic students (13 percent) (table C). The percentage of public school students in kindergarten through grade 12 whose parents reported their children attended a public school of choice was also higher for Black, non-Hispanic students (25 percent) than for Hispanic students (14 percent).
* The percentage of public school students in kindergarten through grade 12 whose parents reported they moved to the neighborhood so that their child would be eligible for the school was higher for students whose parents had graduated from college (29 percent) or attended graduate or professional school (35 percent) than for children whose parents had completed vocational or technical education after high school or some college (24 percent), children whose parents' highest education was a high school education or the equivalent (24 percent), or children whose parents had less than a high school education (22 percent) (table C).
Services Provided for Students With Disabilities
Parents of students with disabilities were asked about the sources of services received for their children's special health needs (e.g., the local school district, a doctor, a clinic, or other health care provider), Individualized Education Program (IEP) services, and their children's participation in special education.
* The percentage of students with disabilities in kindergarten through grade 12 whose parents reported that their children received services through an IEP and that the family worked with the school to develop or change the student's IEP was lowest for students whose parents did not have a high school diploma (71 percent) and highest for students whose parents had attended graduate or professional school (96 percent).
* The percentage of students with disabilities in kindergarten through grade 12 whose parents reported that their children received services through an IEP and that the family worked with the school to develop or change the student's IEP was higher for White, non-Hispanic students (92 percent) than for Black, non-Hispanic students (81 percent), and higher for both White, non-Hispanic (92 percent) and Asian or Pacific Islander, non-Hispanic students (93 percent) than for Hispanic students (75 percent).
Reference
Montaquila, J.M., Brick, J.M., and Brock, S.P. (forthcoming). Potential Nonresponse Bias in Estimates From the National Household Education Surveys Program of 2003. U.S. Department of Education. Washington, DC: National Center for Education Statistics.
Footnotes
* The analysis in this report divides private school students into those attending private, church-related and private, not church-related schools. Public school students are divided into those attending public assigned and public chosen schools.
Data source: The Parent and Family Involvement in Education Survey of the 2003 National Household Education Surveys Program (PFI-NHES:2003).
For technical information, see the complete report:
Vaden-Kiernan, N., and McManus, J. (2005). Parent and Family Involvement in Education: 2002-03 (NCES 2005-043).
Author affiliations: N. Vaden-Kiernan and J. McManus, Westat.
For questions about content, contact Chris Chapman (chris.chapman@ed.gov).
To obtain the complete report (NCES 2005-043), call the toll-free ED Pubs number (877-433-7827) or visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).
Table A. Percentage of students in grades K through 12 whose parents reported participation in school-related activities, by activity type and selected characteristics: 2002-03 Characteristic Participation in school activities by parent or other household member Attended Number of regularly students in Attended scheduled grades K a general parent- through 12 school teacher (thousands) meeting conference Total 51,388 88 77 School type Public, assigned 37,875 87 75 Public, chosen 7,915 85 80 Private, church 4,317 96 87 related Private, not 1,280 95 84 church-related School schedule Traditional 47,768 88 77 Year-round 3,620 84 82 Household poverty status Above poverty 41,418 90 78 level At or below 9,970 79 75 poverty level Parents' highest education level Less than high school 3,638 70 68 High school graduate 12,891 84 75 or equivalent Vocational/technical 16,186 89 78 education after high school or some college 9,877 93 80 College graduate 8,797 93 79 Graduate or professional school Parents' language Both/only parent(s) 45,505 89 77 speak(s) English One of two parents 1,090 83 79 speaks English No parent speaks 4,793 79 78 English Student's grade level (1) K-1st grade 7,823 93 92 2nd-3rd grade 7,696 94 91 4th-5th grade 8,368 94 91 6th-8th grade 12,170 88 75 9th-10th grade 7,783 83 59 11th-12th grade 7,543 74 53 Student's race/ethnicity White, non-Hispanic 31,931 89 76 Black, non-Hispanic 8,165 89 79 Hispanic 8,250 83 78 Asian or Pacific 1,453 89 78 Islander, non-Hispanic Other, non-Hispanic 1,588 87 78 Student's sex Male 26,328 87 78 Female 25,060 88 76 Student experiences in school Student participated 29,616 91 78 in school activities Teacher or school 9,856 86 83 contacted parent about behavior problems Teacher or school 13,307 88 83 contacted parent about schoolwork problems Student grades or marks (2) Mostly A's or 20,868 91 77 excellent Mostly B's or 18,673 87 76 above average Mostly C's or 9,785 82 78 average Mostly D's or 2,062 81 81 lower, or below average or failing Characteristic Participation in school activities by parent or other household member Attended Acted as Participated a school volunteer in school or class or served fundraising event on school committee Total 70 42 62 School type Public, assigned 68 38 60 Public, chosen 66 40 61 Private, church 88 70 84 related Private, not 80 63 63 church-related School schedule Traditional 71 42 63 Year-round 60 35 49 Household poverty status Above poverty 73 45 66 level At or below 57 27 46 poverty level Parents' highest education level Less than high school 42 16 33 High school graduate 62 30 56 or equivalent Vocational/technical 70 39 63 education after high school or some college 80 55 70 College graduate 80 60 71 Graduate or professional school Parents' language Both/only parent(s) 72 44 65 speak(s) English One of two parents 62 31 44 speaks English No parent speaks 52 21 34 English Student's grade level (1) K-1st grade 71 54 70 2nd-3rd grade 77 53 70 4th-5th grade 78 50 70 6th-8th grade 70 35 61 9th-10th grade 63 30 50 11th-12th grade 59 31 50 Student's race/ethnicity White, non-Hispanic 74 48 67 Black, non-Hispanic 63 32 59 Hispanic 61 28 45 Asian or Pacific 65 34 61 Islander, non-Hispanic Other, non-Hispanic 72 40 57 Student's sex Male 67 41 59 Female 73 42 65 Student experiences in school Student participated 84 48 69 in school activities Teacher or school 63 34 55 contacted parent about behavior problems Teacher or school 67 36 59 contacted parent about schoolwork problems Student grades or marks (2) Mostly A's or 78 50 69 excellent Mostly B's or 69 40 61 above average Mostly C's or 60 32 53 average Mostly D's or 43 21 43 lower, or below average or failing (1) Students whose parents reported that their classes were "ungraded" were excluded from the analyses of grade level. (2) Parents were asked whether overall, across all subjects, the student got mostly A's, mostly B's, mostly C's, mostly D's or lower, or whether the student's school did not give those grades. If the student's school did not give letter grades (e.g., A, B, C), parents were asked whether they would describe the student's work at school as excellent, above average, average, below average, or failing. The two questions about grades or marks were combined for the table. NOTE: Students who were homeschooled were excluded from the table. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, Parent and Family Involvement in Education Survey of the 2003 National Household Education Surveys Program (PFI-NHES:2003). (Originally published as table 3 on pp. 11-12 of the complete report from which this article is excerpted.) Table B. Percentage of students in grades K through 12 whose parents reported educational expectations and plans to help pay for education after high school, by educational attainment expectation and selected characteristics: 2002-03 Characteristic Number of Parent expects student to ... students in grades K Receive Graduate Attend through 12 less than from vocational (thousands) a high high or school school technical diploma school after high school Total 51,388 # 7 7 School type Public, assigned 37,875 # 8 8 Public, chosen 7,915 1 9 7 Private, church- 4,317 # 2 2 related Private, not 1,280 1 6 6 church-related School schedule Traditional 47,768 # 7 7 Year-round 3,620 1 11 8 Household poverty status Above poverty 41,418 # 6 7 level At or below 9,970 1 15 9 poverty level Parents' highest education level Less than high 3,638 1 23 10 school High school 12,891 1 14 11 graduate or equivalent Vocational/ 16,186 # 6 9 technical education after high school or some college College graduate 9,877 # 2 3 Graduate or 8,797 # 1 3 professional school Parents' language Both/only 45,505 # 7 8 parent(s) speak(s) English One of two 1,090 0 6 4 parents speaks English No parent speaks 4,793 1 9 4 English Student's grade level (2) K-1st grade 7,823 # 6 4 2nd-3rd grade 7,696 # 7 5 4th-5th grade 8,368 # 7 7 6th-8th grade 12,170 # 8 8 9th-10th grade 7,783 1 10 10 11th-12th grade 7,543 1 7 11 Student's race/ethnicity White, non- 31,931 1 7 8 Hispanic Black, non- 8,165 # 9 7 Hispanic Hispanic 8,250 # 8 6 Asian or Pacific 1,453 # 2 1 Islander, non-Hispanic Other, non- 1,588 1 10 8 Hispanic Student's sex Male 26,328 1 9 10 Female 25,060 # 6 5 Student grades or marks (3) Mostly A's or 20,868 # 3 2 excellent Mostly B's or 18,673 # 6 7 above average Mostly C's or 9,785 1 16 14 average Mostly D's or 2,062 5 25 23 lower, or below average or failing Characteristic Parent expects student to ... Attend 2 Finish 4- Earn a Family plans or more or 5- year graduate to help pay years of college or for student college degree professional education degree after high school (1) Total 16 39 30 83 School type Public, assigned 17 39 28 82 Public, chosen 16 35 33 79 Private, church- 9 45 41 91 related Private, not 7 32 48 92 church-related School schedule Traditional 15 39 31 83 Year-round 17 34 29 66 Household poverty status Above poverty 15 41 32 86 level At or below 20 30 26 64 poverty level Parents' highest education level Less than high 20 27 20 59 school High school 25 30 20 75 graduate or equivalent Vocational/ 18 39 27 81 technical education after high school or some college College graduate 8 55 33 91 Graduate or 4 38 54 93 professional school Parents' language Both/only 16 39 29 85 parent(s) speak(s) English One of two 14 27 49 66 parents speaks English No parent speaks 10 36 41 61 English Student's grade level (2) K-1st grade 13 44 34 [dagger] 2nd-3rd grade 15 40 33 [dagger] 4th-5th grade 16 39 30 [dagger] 6th-8th grade 15 37 31 83 9th-10th grade 17 35 27 82 11th-12th grade 17 38 27 83 Student's race/ethnicity White, non- 15 42 27 87 Hispanic Black, non- 17 30 36 76 Hispanic Hispanic 16 36 34 72 Asian or Pacific 9 30 56 76 Islander, non-Hispanic Other, non- 20 31 29 85 Hispanic Student's sex Male 15 38 28 82 Female 16 39 33 83 Student grades or marks (3) Mostly A's or 9 40 45 85 excellent Mostly B's or 19 43 24 83 above average Mostly C's or 22 31 15 76 average Mostly D's or 17 20 10 75 lower, or below average or failing ([dagger]) Not applicable. (#) Rounds to zero. (!) Interpret data with caution. (1) This question was only asked of parents of children in grades 6 through 12 who expected their children to continue education after high school. (2) Students whose parents reported that their classes were "ungraded" were excluded from the analyses of grade level. (3) Parents were asked whether overall, across all subjects, the student got mostly A's, mostly B's, mostly C's, mostly D's or lower, or whether the student's school did not give those grades. If the student's school did not give letter grades (e.g., A, B, C), parents were asked whether they would describe the student's work at school as excellent, above average, average, below average, or failing. The two questions about grades or marks were combined for the table. NOTE: Students who were homeschooled were excluded from the table. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, Parent and Family Involvement in Education Survey of the 2003 National Household Education Surveys Program (PFI-NHES:2003). (Originally published as table 10 on pp. 33-34 of the complete report from which this article is excerpted.) Table C. Percentage distribution of public school students in grades K through 12 by school choice and percent of students whose families moved to neighborhood for students to attend school, by household and student characteristics: 2002-03 Characteristic Number of Enrollment by school choice students in grades K Student is Student is through 12 in assigned in chosen (thousands) school school Total 45,790 83 15 Household poverty status Above poverty 36,181 83 15 level At or below 9,609 82 17 poverty level Parents' highest education level Less than high 3,535 80 18 school High school 12,262 83 15 graduate or equivalent Vocational/ 14,822 83 15 technical education after high school or some college College graduate 8,144 83 14 Graduate or 7,028 83 16 professional school Parents' language Both/only 40,298 83 16 parent(s) speak(s) English One of two 991 76 22 parents speaks English No parent speaks 4,501 85 13 English Student's grade level (1) K-1st grade 6,798 82 16 2nd-3rd grade 6,770 81 17 4th-5th grade 7,436 81 16 6th-8th grade 10,903 84 15 9th-10th grade 7,058 83 15 11th-12th grade 6,819 85 14 Student's race/ethnicity White, non- 27,955 85 13 Hispanic Black, non- 7,472 74 25 Hispanic Hispanic 7,672 84 14 Asian or 1,252 78 22 Pacific Islander, non-Hispanic Other, non- 1,439 79 21 Hispanic Student's sex Male 23,496 83 15 Female 22,295 83 15 Characteristic Enrollment Family moved by school to choice neighborhood so student Student's eligible for assigned school school is school of choice Total 2 26 Household poverty status Above poverty 2 27 level At or below 2 22 poverty level Parents' highest education level Less than high 2 (!) 22 school High school 2 24 graduate or equivalent Vocational/ 2 24 technical education after high school or some college College graduate 2 29 Graduate or 2 35 professional school Parents' language Both/only 2 26 parent(s) speak(s) English One of two 3 (!) 30 parents speaks English No parent speaks 1 29 English Student's grade level (1) K-1st grade 2 26 2nd-3rd grade 2 26 4th-5th grade 2 27 6th-8th grade 1 27 9th-10th grade 2 24 11th-12th grade 1 27 Student's race/ethnicity White, non- 2 28 Hispanic Black, non- 1 19 Hispanic Hispanic 2 26 Asian or (#) 33 Pacific Islander, non-Hispanic Other, non- 1 (!) 19 Hispanic Student's sex Male 2 26 Female 2 26 (#) Rounds to zero. (!) Interpret data with caution. (1) Students whose parents reported that their classes were "ungraded" were excluded from the analyses of grade level. NOTE: Students who were homeschooled were excluded from the table. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, Parent and Family Involvement in Education Survey of the 2003 National Household Education Surveys Program (PFI-NHES:2003). (Originally published as table 14 on p. 49 of the complete report from which article is excerpted.)
 Printer friendly
 Cite/link
 Email
 Feedback
| |
| Title Annotation: | Elementary and Secondary Education |
|---|---|
| Author: | Vaden-Kiernan, Nancy; McManus, John |
| Publication: | Education Statistics Quarterly |
| Geographic Code: | 1USA |
| Date: | Feb 1, 2006 |
| Words: | 4714 |
| Previous Article: | 2004 National Study of Postsecondary Faculty (NSOPF:04) report on faculty and instructional staff in fall 2003. |
| Next Article: | Postsecondary institutions in the United States: fall 2003 and degrees and other awards conferred: 2002-03. |
| Topics: | |