Parental Involvement and Achievement Outcomes in African American Adolescents
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study examined parental ratings of a multidimensional construct of parental involvement to determine (a) which involvement behavior (home-based, school-based, or achievement values) better predicted the achievement outcomes of urban African American adolescents, (b) what impact did the different parental involvement behaviors have on the achievement outcomes of younger and older high school adolescents, and (c) what influence did specific family demographic variables (parent education, parent employment status, parent marital status, and family income) have on how parents’ involvement behaviors predicted the achievement outcomes of urban African American adolescents? Participants consisted of 145 African American parents/guardians of urban high school students. Results indicated that of the three involvement measures examined, home-based involvement was the only involvement behavior that predicted adolescents’ grades and the number of days missed from school. None of the parental involvement measures were significant predictors of discipline referrals received. In addition, parental involvement behaviors had the largest impact on the achievement outcomes of older adolescents. Specifically, older adolescents with greater home-based involvement missed fewer days of school and had fewer discipline referrals while older adolescents with greater school-based involvement had more discipline referrals. Finally, as for the family demographic variables, they had minimal impact on the achievement outcomes of the urban African American adolescents in the current study. The only significant relation found was between parents’ employment status and adolescents’ grades. Implications and directions for future research are discussed.
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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) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| 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 it