Poverty, lack of access to high - quality preschool, low levels of
parental education attainment, and hypersegregated schools all play a crucial role.
Not exact matches
SHARE aims to involve parents actively in their children's learning; increase parents» understanding of the important role they play and of the learning process; improve the educational
attainments of children; enable parents to further their own
education; and develop effective management and organisation of
parental involvement in schools.
Parental level of
education attainment is the best predictor.
SMB: Research that examines the effectiveness of single - sex K — 12
education and controls for socioeconomic background and degree of
parental involvement, both crucial factors in educational
attainment, is woefully lacking.
Table 2 provides eighth - grade math scores by
parental education — specifically for students with parents with the highest level of
attainment having been a high school graduation but no college attendance.
Parental support is an integral part of any child's development and
education, having parents who support and engage in their child's learning journey significantly improves
attainment and progress.
Higher
parental education levels also are strongly associated with better outcomes for children, including higher educational
attainment and achievement.
An analysis released today by the White House Council of Economic Advisers describes the economic returns to investments in early childhood
education, including increased
parental earnings and employment in the short - term, reduced need for remedial
education and later public school expenditures, as well as long - term outcomes such as increased educational
attainment, increased earnings, improved health, and decreased involvement with the criminal justice system.
Drawing from the first wave (2007 — 2010) of the Study on Global Ageing and Adult Health (SAGE) and adopting a counterfactual approach, we estimate both natural direct and indirect effects of
parental education through individual educational
attainment (secondarily, through household assets as an additional mediator) on respondents» life - satisfaction and quality of life (QOL).
During the prenatal and infant periods, families have been identified on the basis of socioeconomic risk (
parental education, income, age8, 11) and / or other family (e.g. maternal depression) or child (e.g. prematurity and low birth weight12) risks; whereas with preschoolers a greater emphasis has been placed on the presence of child disruptive behaviour, delays in language / cognitive impairment and / or more pervasive developmental delays.6 With an increased emphasis on families from lower socioeconomic strata, who typically face multiple types of adversity (e.g. low
parental educational
attainment and work skills, poor housing, low social support, dangerous neighbourhoods), many parenting programs have incorporated components that provide support for parents» self - care (e.g. depression, birth - control planning), marital functioning and / or economic self - sufficiency (e.g. improving educational, occupational and housing resources).8, 13,14 This trend to broaden the scope of «parenting» programs mirrors recent findings on early predictors of low - income children's social and emotional skills.