Effects of Parental Involvement on the Academic Performance of Children of Immigrants
Using 1992, 1995, and 2002 individual-level data from the Children of Immigrants Longitudinal Study, I estimate the effects of parental involvement on children of immigrants' academic performance. I identify seven parental involvement activities. For each activity, I estimate the effect of the activity on children's academic performance. In addition, I assess the differences in effect for racial subgroups. I find that parental involvement does not always show a "more is better" pattern. Medium involvement has the largest effect on GPA in the short run, while high involvement increases children's academic performance in the long run. In addition, in contrast to the effects found for other races, the children of Asian parents receive higher grades if parents are less involved. White and Hispanic children receive higher grades when their parents are highly involved in school activities. In principle, policy makers and school administrators could use these findings to improve the performance of their education systems. However, many of my estimates are not significant at conventional levels.
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