Full text keyword search[?]
"search" : Search for an exact word or phrase
-search : Exclude a word. Add a dash (-) before a word to exclude all results that include that word.
OR : Search for either word. If you want to search for pages that may have just one of several words, include OR (capitalised) between the words. For example, "labor" OR "labour" will show results containing pages with "labor" and "labour". Without the OR, your results will show only pages that match all terms.
intitle: Search for a word or phrase. Unlike the Title search field below the Keyword search field, you can combine terms. For example: intitle:female OR intitle:women will show results containing pages with "female" and "women" in the title.
intext: Search only in the description text field of the page. This field usually contains the abstract or summary of the publication.
Campbell systematic reviews
Browse by subject area
- Business & Management
- Crime & Justice
- International Development (including Nutrition)
- Knowledge Translation & Implementation
- Social Welfare
Learn more about Campbell systematic reviews
Campbell evidence and gap maps
Coming soon – Campbell EGMs are a new evidence synthesis product. Plain language summaries of our EGMs will be published on this website. The interactive EGMs and full EGM reports will be available in our journal on the Wiley Online Library platform: click here.
Learn more about Campbell EGMs
Campbell has produced maps on other topics, sometimes in partnership with other organisations.
See our other EGMs
Approaches to parent involvement for improving the academic performance of Elementary School-aged children
- Authors: Chad Nye, Jamie Schwartz, Herbert Turner
- Published date: 2006-06-21
- Coordinating group(s): Education
- Type of document: Review
- Title: Approaches to parent involvement for improving the academic performance of Elementary School-aged children
- See the full review: https://onlinelibrary.wiley.com/doi/10.4073/csr.2006.4
It is clear that parent involvement has a positive and significant effect on children’s overall academic performance. It is also clear that the effect is large enough to have practical implications for parents, practitioners, and policymakers (d= 0.45).
The overall effect suggested that when parents participated in academic enrichment activities with their children outside of school, the benefits were manifest in improved academic performance in school. This result was striking when one considers that the median length of parent involvement was only 11 weeks.
These finding are generally consistent with the results reported by Jeynes (2005) which reported d=.31 for those studies he classified as direct parent involvement programs. Further, both Jeynes’ findings and those of this study argue against the conclusions of Mattingly, et al. ( 2000). While Mattingly et al. concluded that there is little effect of parent involvement on academic performance, this review has uncovered compelling support for the use of a parent involvement program as a viable supplementary intervention to improve children’s academic performance in school, and for the parent involvement component of the No Child Left Behind mandate.