In the past two decades, a great deal of research has shown thedynamics of parents’ involvement in school (Domina, 2005). Parents’ schoolinvolvement has been linked with a lower likelihood of dropping out of school(Rumberger, Ghatak, Poulos, Ritter, & Dornbusch, 1990). Also, studiesconducted indicate that parents’ behaviors are predictors of children’s socialadjustment in the transition to school and achievement in school (Stevenson& Baker, 1987; The National Institute of Child Health and HumanDevelopment Early Child Care Research Network in the United States, 2004).
Parental involvement in education has long been a topic of interestamong those concerned with the optimal developmental and bettereducational outcomes for the child. Studies report consistent findings thatincreased parental involvement can improve student achievement (Hoover-Dempsey & Sandler, 1997). In support to this, a study by Jones and Savage(1972) has shown a positive association between parents' involvement atschool and children's achievement. Jones and Savage (1972) found that mostparents strongly value involvement in their children's learning. Across a