Parental involvement in school is an undoubtedly important element of a student’s educational experience and outcomes. Students with elevated emotional and behavioral risks (EBR) tend to experience poor educational outcomes, and research suggests varying levels of parental involvement across domains for these at-risk students. However, there is minimal research on the links between elevated EBR, parental involvement, and academic achievement for high school students. The purpose of this study was to examine the degree to which (a) parental involvement differed between high school students with elevated EBR and students without EBR, (b) parental involvement was related to academic outcomes, and (c) the gap in academic achievement between students with elevated EBR and students without EBR could be attributed to differences in parental involvement. To address these questions, we fit a structural equation model using data from the High School Longitudinal Survey of 2009. The results demonstrated that (a) parental involvement was significantly lower in multiple domains for students with elevated EBR, (b) was significantly associated with academic outcomes, and (c) differences in parental involvement could account for a significant proportion of the achievement gap. Research limitations, directions for future research directions, and implications are discussed.

家长在学校的参与无疑是学生教育经历和成果的重要因素。情绪和行为风险 (EBR) 较高的学生往往会经历较差的教育成果，研究表明这些有风险的学生跨领域的父母参与程度各不相同。然而，关于高中生 EBR 升高、父母参与和学业成绩之间联系的研究很少。本研究的目的是检查 (a) EBR 升高的高中生和没有 EBR 的高中学生之间父母参与的程度不同，(b) 父母参与与学业成绩有关，以及 (c) 学业成绩的差距EBR 升高的学生和没有 EBR 的学生之间的差异可归因于父母参与的差异。为了解决这些问题，我们使用 2009 年高中纵向调查的数据拟合了一个结构方程模型。 结果表明，（a）对于 EBR 升高的学生，父母在多个领域的参与度显着降低，（b）与学业成绩，以及 (c) 父母参与的差异可能占成就差距的很大一部分。讨论了研究局限性、未来研究方向和影响。(c) 父母参与的差异可能占成就差距的很大一部分。讨论了研究局限性、未来研究方向和影响。(c) 父母参与的差异可能占成就差距的很大一部分。讨论了研究局限性、未来研究方向和影响。