This study examined the relationship between family involvement and student achievement, including gifted students. The researcher held family workshops to inform parents on helping with schoolwork and implemented a "TIPS" homework program. Surveys found that families enjoyed the workshops and homework helped some students academically. While "TIPS" homework showed growth, standardized test results were mixed, with some but not all students and classes showing growth. The study was limited by participant characteristics and measurement tools. Further research on different grades and assessments was recommended.

1. Family involvement and the
effect it has on students of all
academic levels.
Ashley R. Roach
Eastern Kentucky University

2. Introduction
• Research has shown that involving families in student’s academics will increase student
achievement
• Purpose of research: The purpose of the study is to examine the relationship between
family involvement and its effects on student achievement, including those identified as
Gifted and Talented.
• Questions to be examined: The first question was to what extent do workshops that
inform parents on how to help their child with schoolwork, effect student achievement?
The second question was to what extent does the implementation of “TIPS” increase
student achievement in the classroom, including the Gifted students?
• Other terms…

3. Review of Literature
• No Child Left Behind requirements, Title 1, Part A, Section 1118. Per this
document “Research shows when schools work together with families to
support learning, children are inclined to succeed not just in school but also
throughout life. Participation of parents and families is critical throughout a
child’s entire academic career” (Title I parent involvement, pg. 61).
• Heidrun Stoeger: The factors they found to be most helpful were positive
teacher relationships, student led goals, and environmental factors such as,
family involvement. This study found that all three played a vital role in a
child who had high student achievement in school and was also looked at as
Gifted. (Stoeger, Steinbach, Obergreisser, & Mathes; 2014).

4. Literature Review
• Joyce Epstein, “It is a social fact that children learn and grow at home and school.”
(Epstein 2001, pp.42).
• Nacy E. Hill, “For children to reach their potential, they need their parents as informed
advocates” (Hill, 2015, p 3).
• Family factors
• Which parent impact is the greatest on schoolwork and when.
Mothers-Budds (2017) and fathers-(McBride, 2009, p.506; Hill, 2015, p.15, Jeynes,
2015).
• Family workshops
• Teachers involving parents in schoolwork “TIPS”
Van Voorhis (2010)-longitudinal study

5. Methodology
This study has both qualitative and
quantitative data.
Participants
• Three sets.
• 45 third graders.
• Parents or guardians of the 45 third
graders.
• Families that attended the family
nights and completed surveys at the
end.
Materials
• KPREP data was used to establish a
problem at the beginning of the year.
• Surveys were conducted at the end of
family nights.
• Students were administered homework
each week using the math program
Stepping Stones and a Common Core
Workbook; 180 Days of READING
for Third Grade by Christine Dugan,
M.A. ED (2013).
• MAP data from fall and spring tests

6. Methodology
Generalizability and potential
contributions
• Focus was on the participants and the
families that attended the family nights
and gave feedback on the surveys
along with the families of the 45 third
graders who completed the “TIPS”
homework.
Contributions
• Families of the 45 third graders helped
the school stay in compliance with
Title I by showing some growth (Title
I parent involvement, pg. 61).
Role of the Researcher
• Set up family nights
• Analyze Survey results
• Make and collect “TIPS” homework
then analyze comments by parents.
• Create graphs and running records of
data.

7. Data Analysis
Family Night Surveys
• Appendix A: Survey 1
50% of the people who attended chose to go to a
math or reading labeled other focus group to
learn how to help their child at home.
66.7% of the families that attended like being
able to discuss openly their issues on the topics.
• Appendix B: Survey 2 was in conjunction
with the Title 1 survey because this was a Title
1 school.
• Comment on homework: “I’m proud of my
daughter because she is learning more reading
and math class. Thank you so much!”
• Family involvement homework survey results
Questions 1 and 2
Not at all Somewha
t
Yes,
on
some
topics
Yes, on
all
topics
Did Family Involvement homework help your
child with their reading homework? 11.1% 26.75% 35.6% 26.7%
Did Family Involvement homework help your
child with their math homework? 11.1% 28.9% 40% 20%
Questions 3 and 4. 1
(poor)
2 3 4 5
(excellent
)
Do you think family involvement
homework helped your child do
better academically?
6.7% 2.2% 42.2% 28.9% 20%
How well did you enjoy working with
your child on their homework? 6.7% 2.2% 26.7% 20% 44.4%

8. Data Analysis
• MAP results from both third grade classrooms
• Results were not the same as scores from homework. These scores
were lower.
Third grade class Math
growth
Yes
Percentage
of growth
n/24= class 1
n/21= class 2
Math growth
No
Percentage
of students that
showed no growth
n/24= class 1
N/21= class 2
Reading
growth
Yes
Percentage of
growth
n/24=class1
n/21= class 2
Reading growth
No
Percentage
of students that
showed no growth
n/24= class 1
N/21= class 2
Classroom 1 11 46% 13 54% 9 38% 15 63%
Classroom 2 6 29% 15 71% 8 38% 13 62%

9. Summary of findings
• Families could see strengths in their child that they were proud of.
• Families came to family nights and ask questions for help.
• Families had the opportunity to send in questions on the feedback
form to be taught how to do the schoolwork.
• Relationships were built between teacher and family and family, and
child.
• Growth was shown through “TIPS” homework in the classroom
including those classified as Gifted.
• Growth may not have been shown based on the results of the MAP
test including those classified as Gifted.

10. Limitations and Recommendations
Limitations
• Participant characteristics
• The researcher was limited in
speaking other languages.
• Measuring the data from the
MAP test
Recommendations
• Studying other grade levels
• Use of other assessments other
than standardized test
• More time

11. References
Budds, K. M., Hogg, M., Banister, E., & Dixon, M. (2016). Parenting agendas: an empirical study of intensive mothering and infant cognitive development. The Sociological Review.
Epstein, J. L. (2010). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 92(3), 81-96.
Hill, N. E. (2015). Including fathers in the picture: A meta-analysis of family involvement and students’ academic achievement.
Jeynes, W. H. (2017). A Meta-Analysis: The Relationship Between Parental Involvement and Latino Student Outcomes. Education and Urban Society, 49(1), 4-28
Kentucky Department of Education: Title I, Part A. (n.d.). Retrieved October 23, 2016, from http://education.ky.gov/federal/prog/tia/Pages/default.aspx pages 60-76.
McBride, B. A., Dyer, W. J., Ying, L., Brown, G. L., & Sungjin, H. (2009). The differential impact of early father and mother involvement on later student achievement.
Journal of Educational Psychology, 101(2), 498-508. doi:10.1037/a0014238
Mills, G. E., & Gay, L. R. (2015). Educational research: Competencies for analysis and applications. Pearson.
National Association for Gifted Children NAGC. (n.d.). Definitions of giftedness. Retrieved from http://www.nagc.org/resources-publications/resources/definitions-giftedness.

12. References
Sheldon, S. B. (2016). Moving beyond monitoring: A district leadership approach to school family, and community partnerships. In Family-School Partnerships in
Context (pp. 45-63). Springer International Publishing.
Stoeger, H., Steinbach, J., Obergriesser, S., & Matthes, B. (2014). What is more important for fourth-grade primary school students for transforming their
potential into achievement: the individual or the environmental box in multidimensional conceptions of giftedness? High Ability Studies, 25(1), 5-21.
Van Voorhis, F. L. (2010). Adding families to the homework equation: A longitudinal study of mathematics achievement. Education and Urban Society.
Van Voorhis, F. L. (2011). Costs and benefits of family involvement in homework. Journal of Advanced Academics, 22(2), 220-249.
Wei, W., Yifang, W., Bo, L., Huan, Z., Xiuhua, H., Zhaomin, L., & Liang, L. (2016). The Relationship Between Family involvement and Elementary Students’
Academic Achievement in China: One-Only Children vs. Children with Siblings. Journal Of Comparative Family Studies, 47(4), 483-500.
Wilder, S. (2014). Effects of family involvement on academic achievement: a meta-synthesis. Educational Review, 66(3), 377-397.