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dc.contributor.authorCatsambis, Sophia
dc.contributor.authorGarland, Janet E.
dc.date.accessioned2020-07-31T18:55:12Z
dc.date.available2020-07-31T18:55:12Z
dc.date.issued1997-12
dc.identifier.urihttp://jhir.library.jhu.edu/handle/1774.2/62877
dc.descriptionThe Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.en_US
dc.description.abstractThis project analyzes data from the parent component of the National Educational Longitudinal Study of 1988 to investigate changes in family educational involvement between students’ eighth and twelfth grades. Findings show that the patterns of parental involvement in adolescents’ education change between the two grades. During high school, parents become less involved with monitoring students’ individual behaviors and more concerned with their learning opportunities at school. By students’ eighth grade, nearly all parents had post-secondary expectations, but few had taken specific actions to secure funds for college. During adolescents’ senior year in high school, most parents report frequent discussions with them concerning post-secondary schools. At that time, parents also report that they have some knowledge abouten_US
dc.description.sponsorshipOffice of Educational Research and Improvement, U.S. Department of Education (R-117-D40005)en_US
dc.language.isoen_USen_US
dc.relation.ispartofseriesCRESPAR;18
dc.subjectCRESPARen_US
dc.subjectCenter for Research on the Education of Students Placed at Risken_US
dc.subjectParent Involvementen_US
dc.titleCRESPAR Report #18: Parental Involvement in Students' Education During Middle School and High Schoolen_US
dc.title.alternativeCRESPAR: Report #18en_US
dc.title.alternativeCenter for Research on the Education of Students Placed at Risk: Report #18en_US
dc.typeTechnical Reporten_US


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  • Center for Social Organization of Schools (CSOS)
    Founded more than 50 years ago at Johns Hopkins University, the Center for Social Organization of Schools, now part of the Johns Hopkins School of Education, concentrates its considerable research and development resources on improving low-performing schools and the education they offer their students. The center maintains a staff of full-time sociologists, psychologists, social psychologists, and educators who conduct programmatic research to improve the education system, as well as full-time support staff engaged in developing curricula and providing technical assistance to help schools use the center’s research.

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