As US schools move forward with school improvement efforts, the roles and responsibilities of key players in the educational system have shifted and been redefined. Family engagement in education is an essential component of high performing schools and a national priority. Less clear is how students perceive their family’s engagement in their education and its relationship to their achievement, performance, and adjustment. The structure, reliability, and stability of student perceptions of the family learning environment (FLE) were examined using a large-scale, multi-year sample of more than 570,000 reports from students attending over 500 middle-level schools. The FLE scale exhibited a stable dimensional structure, moderate levels of internal consistency, and high levels of stability over four years and across diverse student populations. Ratings of FLE were associated consistently with academic, behavioral, and socioemotional adjustment indices and teacher reports of parent contact practices. Implications for school improvement efforts are discussed.
|Keywords:||Family Engagement, Academic Adjustment, Achievement, Middle School, School Improvement|
Professor and Director, Center for School Improvement and Educational Policy, School of Education, University of Rhode Island, Kingston, Rhode Island, USA
Professor, Research, Center for School Improvement and Educational Policy, University of Rhode Island, Kingston, Rhode Island, USA