The role of parental involvement in the achievement and behavior of African-American kindergarten and first grade students.

The present study involved secondary analyses of data collected from the Early Childhood

Longitudinal Study (ECLS). The primary purpose of the study was to examine relative

differences in the behavioral functioning of African-American students who attended full

versus half-day kindergarten programs in urban and non urban areas throughout the United

States. Specifically, the study evaluated whether kindergarten program type, gender, and

geographic location were significant factors in the behavioral functioning of African-
American students during kindergarten and first grade. In addition, the study examined

whether these factors along with parental involvement predicted the achievement and

behavior of African-American kindergarten and first grade students.

James, S.
Addison, K.
Presentation Date: 
Tuesday, February 11, 2014
Event or Conference: 
the 2014 Joint National Conferences of National Association of African American Studies, National Association of Hispanic & Latino Studies, National Association of Native American Studies, International Association of Asian Studies with the Center for Isl
Presentation Type: 
Paper Presentation
Boyer's Domain: 
Presentation Location: 
Baton Rouge, LA
United States