View in EDS HTML Full Text PDF Full Text

Latino Family Engagement and Student Outcomes in Early Elementary School: Evidence from Two National Datasets

Saved in:
Bibliographic Details
Title: Latino Family Engagement and Student Outcomes in Early Elementary School: Evidence from Two National Datasets
Language: English
Authors: Christa Mulker Greenfader (ORCID 0000-0001-9438-7995), Elizabeth B. Miller
Source: Journal of Latinos and Education. 2025 24(3):701-720.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Kindergarten
Primary Education
Preschool Education
Descriptors: Elementary School Students, Kindergarten, Children, Longitudinal Studies, Surveys, Early Intervention, Experience, Preschool Education, Family (Sociological Unit), Latin Americans, Family Involvement, Family Environment, Low Income, Family Relationship, School Activities, Home Study
Assessment and Survey Identifiers: Early Childhood Longitudinal Survey, Head Start Family and Child Experiences Survey
DOI: 10.1080/15348431.2024.2413534
ISSN: 1534-8431
1532-771X
Abstract: Family engagement in children's schooling is important. Research indicates that Latino families often utilize home-based practices (e.g. reading, telling stories, singing, counting) over school-based involvement (e.g. participating in school events and committees, volunteering in the classroom). Using an assets-based approach, the present study considers both school- and home-based forms of engagement for Latino families. Drawing upon data from two large, nationally representative datasets, the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011; N = 4,590) and the Head Start Impact Study (HSIS; N = 1,670), this study seeks to examine national patterns of Latino family school- and home-based engagement in kindergarten, and how such engagement relates to child academic, cognitive, and behavioral outcomes in early elementary school. Descriptive findings show high levels of Latino family participation in a variety of both home-based academic activities and school-based activities. Regression analyses indicate an association between Latino family engagement and child outcomes, most evident in school-based engagement. Implications for educators, schools, and research are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506350
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:Family engagement in children's schooling is important. Research indicates that Latino families often utilize home-based practices (e.g. reading, telling stories, singing, counting) over school-based involvement (e.g. participating in school events and committees, volunteering in the classroom). Using an assets-based approach, the present study considers both school- and home-based forms of engagement for Latino families. Drawing upon data from two large, nationally representative datasets, the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011; N = 4,590) and the Head Start Impact Study (HSIS; N = 1,670), this study seeks to examine national patterns of Latino family school- and home-based engagement in kindergarten, and how such engagement relates to child academic, cognitive, and behavioral outcomes in early elementary school. Descriptive findings show high levels of Latino family participation in a variety of both home-based academic activities and school-based activities. Regression analyses indicate an association between Latino family engagement and child outcomes, most evident in school-based engagement. Implications for educators, schools, and research are discussed.
ISSN:1534-8431
1532-771X
DOI:10.1080/15348431.2024.2413534