ABSTRACT
Over the last two decades, researchers have sought to quantify the influence of parental involvement on the academic outcomes of elementary school children (Marcon, 1999b; Peressini, 1998). Moreover, some educators have increasingly identified parental involvement as the primary vehicle by which to elevate academic achievement from current levels (e.g. Hara, 1998). Many social scientists have argued that in urban areas, in particular, parental involvement may be especially important due to high family dissolution rates, numerous two-parent working families, and unique sociological pressures on children (Hampton, Mumford, & Bond, 1998).
