Scale Descriptions
Current Research
Lab Members


The Family-School Partnership Lab at Vanderbilt University is dedicated to the scientific investigation of the reciprocal relationships among families, schools, and children.

  • NEW! We recently completed three book chapters and are in the process of  loading them to our site. Stay tuned!

Walker, J. M. T., Hoover-Dempsey, K. V., Ice, C. L., & Whitaker, M.C.
(2009). Parental involvement supports better student learning. In R.
Deslandes (Ed.), International Perspectives on Student Outcomes and
Homework: Family-School-Community Partnerships (pp. 25-38). NY: Routledge.

Hoover-Dempsey, K.V., Ice, C.L., & Whitaker, M.C. (in press). “We’re way past reading together:” Why and how does parental involvement during adolescence make sense?  In Hill, N., & Chao, R. (Eds.), Family–school relationships in adolescence: Linking interdisciplinary research. New York: Teachers College Press.

Hoover-Dempsey, K.V., Whitaker, M.C., & Ice, C.L. (in press). Motivation and commitment to family-school partnerships. Invited chapter in Christenson, S.L., & Reschly, A.L. (Eds.), Handbook on school-family partnerships for promoting student competence. New York: Routledge/Taylor and Francis Group.

This website contains information on papers and measures developed during the course of our research on the parental involvement process.

A recent major project involved a three-year research program designed to a) develop and refine scales necessary to test the Hoover-Dempsey & Sandler (1995, 1997) model of parental involvement and b) examine elements of the parental involvement process described by the model. The project was funded by the Office of Educational Research and Innovation (now Institute for Educational Science): OERI Grant # R305T010673: The Social Context of Parental Involvement: A Path to Enhanced Achievement.

Information on scales developed during this program project, a brief overview of some empirical results, a summary of changes to the original model suggested by scale development and related conceptual work, as well as appendices including the scales and questionnaires (parent and student) used in the final study of this project are reported in:
Hoover-Dempsey, K.V., & Sandler, H.M. (2005). Final Performance Report for OERI Grant # R305T010673: The Social Context of Parental Involvement: A Path to Enhanced Achievement. Presented to Project Monitor, Institute of Education Sciences, U.S. Department of Education, March 22, 2005.

One goal of the three-year research program was effective and helpful communication of study findings to participating schools. One sample of reports to schools, drawn from the first of the four specific studies included in the project, may be found by clicking here. Single copies of the report may be downloaded and printed for the reader’s personal research and study only.  

Papers from the longer term research effort, scale descriptions related to recent and prior work, information on current projects, and our original model of the parental involvement process may be accessed through the links on the left-hand side of this page.

Please contact us if you have difficult obtaining documents from our site, at manya.c.whitaker@vanderbilt.edu.

The Family-School Partnership Lab is part of the Psychology and Human Development Department, Peabody College, Vanderbilt University.