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,
(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
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:
& 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 email@example.com.