Previous analyses of large national datasets have tended to report a negative relationship between parental homework help and student achievement. Yet these studies have not examined heterogeneity in this relationship based on the propensity for a parent to provide homework help. By using a propensity score–based approach, this study investigates the relationship between daily parental homework help in first grade and student achievement in third grade with nationally representative data from the Early Childhood Longitudinal Study–Kindergarten Class. Results indicated that low prior achievement, socioeconomic disadvantage, and minority status were associated with a high propensity to provide daily homework help. Daily parental homework help was also associated with improved achievement for children whose parents had a high propensity to provide daily homework help. These patterns suggest that complex factors induce daily parental homework help and that these factors are related to heterogeneity in the relationship between daily parental homework help and achievement.

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每日父母的家庭作业帮助对您有帮助吗？使用倾向得分方法重新分析国家数据

先前对大型国家数据集的分析倾向于报告父母家庭作业帮助与学生成绩之间的负相关关系。然而，这些研究并未基于父母提供家庭作业帮助的倾向来检验这种关系的异质性。通过使用基于倾向得分的方法，本研究使用来自儿童纵向学习-幼儿园班级的全国代表性数据，调查了一年级的父母日常家庭作业帮助和三年级的学生成绩之间的关系。结果表明，先前的成就低，社会经济劣势和少数群体地位与提供日常家庭作业帮助的可能性高有关。对于父母非常倾向于提供日常家庭作业帮助的孩子来说，父母的日常家庭作业帮助也可以提高他们的学习成绩。这些模式表明，复杂的因素诱发了日常的父母作业帮助，并且这些因素与父母的日常作业帮助与成就之间的异质性有关。