The Relationship of Parental Involvement and Latino Students Academic Achievement, Absenteeism, and Behavior

The purpose of this study was to examine the relationship between Hispanic parental involvement and Hispanic students’ academic achievement, absenteeism, and behavior. Fifth grade parents from four elementary schools in a large urban school district in southeast Texas were solicited to complete the PASS survey. Upon completion of the survey, student standardized test scores for fifth grade 2018 State of Texas Assessments of Academic Readiness, behavior records, and average daily attendance percentages were collected from archived campus and district data. The data was analyzed using Pearson correlations to determine whether a statistically significant relationship exists between parental involvement and fifth grade academic achievement, behavior, and attendance. Campus administrators were also invited to participate in semi-structured interviews. Findings indicated that a relationship exists between parental involvement and student behavior. However, no relationship was found to exist between parental involvement and student academic achievement or student attendance. Results also showed that administrator perceptions in parental involvement did influence the parental involvement programs held on campuses.