261850 Lack of parental involvement : Significance of this and other social factors on student academic achievement, based on educator role, district classification and district poverty

Monday, October 29, 2012

Eileen O'Keefe, MD, MPH , Department of Health Sciences, Boston University, Boston, MA
Jacqueline Cho, MPH , Department of Health Sciences, Boston University, Boston, MA
Nancy Carpenter, MPH , Massachusetts Association for School Based Health Care, Boston, MA
Antonia Blinn , Massachusetts Association for School Based Health Care, Boston, MA
Student academic achievement correlates with high school completion. High school completion is a strong predictor of health, and inversely related to mortality risk. Addressing health and social factors, which impact academic achievement and high school graduation, is important to addressing social disparities in health. This study evaluates the perceptions of educators on 21 health and social factors which impact academic achievement, and whether perceptions were significantly impacted by respondent role, district poverty, district classification (urban suburban or rural). Methods: A survey tool was developed and distributed to school superintendents, committee members and principals. Data was analyzed using SAS 9.2 software. Results: 300 respondents completed the survey. Regardless of respondent role, lack of parental involvement is identified as the single major inhibitor to student academic achievement. However, there are significant differences based on respondent role, district classification and district poverty. Compared to committee members and superintendents, principals are more likely to perceive school absence (O.R=3.2), and lack of student motivation (O.R.=1.9) as a major inhibitors. Respondents from urban districts were more likely to identify lack of parental involvement (OR=9.1), poverty (O.R.=7.6), lack of student motivation (O.R.=4.4), school absences (O.R.=4.2). Respondents from lower income districts identified lack of parental involvement (O.R.= 11.4), school absences (O.R=7.3), and disciplinary issues (O.R=6.1). Conclusion: Though there is some general agreement among respondents, there are significant differences by role, district classification and poverty for some compelling factors. These findings may inform strategic approaches to addressing important inhibitors to academic achievement and indirectly to health disparities.

Learning Areas:
Epidemiology
Other professions or practice related to public health
Public health or related nursing
Public health or related public policy
Social and behavioral sciences

Learning Objectives:
Evaluate educators' perceptions on the relative significance of social factors on student academic achievement, based on educator role, district classification and district poverty.

Keywords: School Health Educators, School-Based Health Care

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I have a background in clinical pediatrics, school health and health policy, and am principal investigator on a number of studies evaluating the impact of social factors on health. My research interests include access to health care; optimization of currently available health services through improved coordination among service organizations My current projects include working with Massachusetts Coalition for School Based Health Centers assessing the role school based health centers to reduce high school drop out.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.

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