Elementary-aged students with individualized education programs (IEPs) tend to experience more challenges and demonstrate lower homework completion as compared with peers without IEPs. Parent involvement in homework can significantly improve a child’s homework achievement, but little research has examined the factors associated with higher levels of homework involvement for parents of children with IEPs. Using the 2016 Parent and Family Involvement survey, weighted hierarchical ordinal logistic regression analysis was implemented to determine how a child’s IEP status, parents’ demographic characteristics, school-level variables, and parents’ expectations predicted parents’ odds of helping their child with homework. Results indicated parents’ race and income, along with school communication, parent satisfaction, and the interaction between a child’s IEP status with parents’ expectations predicted parents’ likelihood of involvement in their child’s homework. The implications of these findings and future directions are discussed.

与没有个人教育计划 (IEP) 的小学生相比，拥有个性化教育计划 (IEP) 的小学生往往会遇到更多挑战，并表现出较低的家庭作业完成率。父母参与家庭作业可以显着提高孩子的家庭作业成绩，但很少有研究调查与 IEP 儿童的父母更高水平的家庭作业参与相关的因素。使用 2016 年家长和家庭参与调查，实施加权分层有序逻辑回归分析以确定孩子的 IEP 状态、父母的人口特征、学校层面的变量和父母的期望如何预测父母帮助孩子完成家庭作业的几率。结果表明家长的种族和收入，以及学校沟通、家长满意度、孩子的 IEP 状态与父母期望之间的相互作用预测了父母参与孩子家庭作业的可能性。讨论了这些发现的影响和未来的方向。