The Impact of School Climate on Parental School Involvement and Early Academic Achievement
Bibliographic record
Abstract
The purposes of the study were to investigate the following: (1) what factors consist of the school climate? (2) does the school climate influence parental school involvement? (3) does the school climate affect children’s early academic achievement at kindergarten? and (4) does parental school involvement mediate the impact of the school climate on children’s early academic achievement? Data for the study were extracted from the Early Childhood Longitudinal Study .Kindergarten Class of 1998-1999 (ECLS-K), (NCES, 2004); the research focused on 10,743 children, their parents, teachers, and administrators who participated in the study in the spring of 1999. Using structural equation modeling (SEM), results showed that the school climate that could be explained by four indicators (children’s, parents’, and teachers’ perception about teacher/school and school learning environment) contributed to parental school involvements, representing parent-school partnerships. Results also demonstrated that parental school involvement mediated the impact of the school climate on children’s reading and mathematics achievement. Findings were discussed in relation to future research and policy-making.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".