Abstract Since a significant percentage of students facing the risk of school failure, educational systems struggle to improve equity in education. Researchers argue that the missing link in establishing educational equity is parental involvement (PI). Τhis study examines three dimensions of PI (home-based, school-based, parental dispositions) as to effects on risk for school failure across two competencies (language and mathematics), while controlling for other variables, e.g. prior achievement and demographic factors. Data is drawn from the national ‘Program for Functional Literacy’ involving 6865 Year 6 students from 226 Cyprus public primary schools. Logistic multilevel modeling analyses, with students nested within schools, lead to interesting findings. Parental dispositions appear to relate significantly to the risk for failure in language and mathematics, confirming that this dimension holds the strongest impact. In addition, from the home-based PI dimension, the availability and number of books at home have statistically consistent effects on the risk across both competencies. Other dimensions or components of these dimensions relate significantly to risk for one competency only. These findings are further discussed in the context of future policy and research directions.

中文翻译：

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父母参与和学校失败的风险

摘要由于有很大比例的学生面临失学的风险，因此教育系统努力提高教育公平性。研究人员认为，建立教育公平性的缺失环节是父母的参与（PI）。他的研究检查了PI的三个维度（家庭，学校和父母的性格）对两种能力（语言和数学）对学校失败风险的影响，同时控制了其他变量，例如先前的成就和人口统计学因素。数据来自国家“功能素养计划”，涉及来自226家塞浦路斯公立小学的6865名6年级学生。在学生嵌套在学校中的情况下进行的逻辑多层次建模分析得出了有趣的发现。父母的态度似乎与语言和数学失败的风险有很大关系，这证实了这一方面的影响最大。此外，从基于家庭的PI维度来看，家庭中书籍的可用性和数量对两种能力的风险均具有统计上一致的影响。其他维度或这些维度的组成部分仅与一种能力的风险显着相关。这些发现将在未来的政策和研究方向的背景下进一步讨论。其他维度或这些维度的组成部分仅与一种能力的风险显着相关。这些发现将在未来的政策和研究方向的背景下进一步讨论。其他维度或这些维度的组成部分仅与一种能力的风险显着相关。这些发现将在未来的政策和研究方向的背景下进一步讨论。