Abstract:Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011; N = 18,170), the present study aimed to identify latent classes of parents’ school involvement in kindergarten and whether the latent classes of parents’ school involvement would be differentially related to children’s academic achievement and social-emotional behavioral outcomes at first grade and third grade. Latent class analysis showed three classes: School Involvement, Low Involvement, and School Contact. Parents classified as School Involvement had higher probabilities in attending school events, such as back-to-school nights and parent–teacher conferences, but not school governance. Parents classified as Low Involvement had lower probabilities in all the indicators of school involvement. Parents classified as School Contact had higher probabilities in being contacted by teachers regarding their children’s behaviors and school performance. Few significant differences in child outcomes across the three classes persisted throughout first grade and third grade. Future research and implications are discussed.

中文翻译：

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家长学校参与幼儿园预测一年级和三年级孩子的成绩

摘要：本研究利用幼儿纵向研究，2010-11 年幼儿园班 (ECLS-K:2011; N = 18,170)，旨在确定父母在幼儿园的学校参与的潜类以及父母的潜类是否学校参与与一年级和三年级儿童的学业成就和社会情感行为结果存在差异。潜在班级分析显示三个班级：学校参与、低参与和学校接触。被归类为学校参与的家长参加学校活动的概率更高，例如返校之夜和家长会，但学校治理则不然。被归类为低参与度的家长在所有学校参与度指标中的概率较低。被归类为学校接触者的家长更有可能被老师联系，了解他们孩子的行为和学校表现。在一年级和三年级期间，三个班级的儿童成绩几乎没有显着差异。讨论了未来的研究和影响。