Nonstandard Work Schedules, Parental Involvement, and Children's Academic Achievement

Background/Purpose

In an effort to improve academic achievement, researchers and policy makers have advanced social policies designed to promote parental involvement in children’s education. However, nonstandard work schedules (NWS; work schedules outside the typical daytime span) may serve as a barrier to parental involvement and thus a risk factor in children’s academic achievement. The present study investigates how and under what conditions various nonstandard work schedules affect the rate of parental involvement that in turn affects children’s (age 13-14) academic achievement. Specifically, this study examines whether two types of parental involvement (at-home involvement and at-school involvement) serve as a mediator. This study also examines whether the effects of NWS on parental involvement and academic achievement vary depending on family structure, with a hypothesis that parental involvement and children’s academic achievement will be more adversely affected by parental NWS in single-parent families.

Methods

Data were drawn from the National Longitudinal Survey of Youth 1979 and its Child Supplement. The selected sample included 7,838 children who were followed from birth to age 13 or 14 in 1996-2010. Children’s academic achievement was measured by the Peabody Individual Achievement Test (PIAT) reading and math scores. Parental NWS were measured by five categories: 1) standard (if the main job begins at 6 am or later and ends by 6 pm); 2) evening shift (between 2 pm and midnight); 3) night shift (between 9 pm and 6 am); 4) other (split-shift, rotating shift, and irregular hours); and 5) not working. At-school involvement was measured by a composite score of 4 related items (e.g., How often did either of parents attend a school meeting; Cronbach alpha= .60). At-home involvement was measured by a composite score of 6 related items (e.g., how often the child have discussed with their parents school activities, Cronbach alpha=.70). Structural equation modeling (SEM) was used to estimate the relationship among parental NWS, parental involvement, and children’s reading and math scores.  

Results

The SEM showed that, compared to mothers working standard daytime schedule, those who worked other and evening shifts had significantly lower levels of at-home and at-school involvement, which resulted in significantly lower reading and math scores. In addition, the interaction models showed that, as hypothesized, the negative associations between maternal NWS (particularly evening and other shift), and parental involvement were more salient among single-mother families.

Conclusions and Implications

Given that parent involvement requires a relatively small resource investment but produces substantial gains in student achievement, it would be an affordable option to enhance children’s academic performance. However, parental involvement initiatives have paid little attention to the particular needs of working parents. As a result, rather than raising academic performance, parent involvement policies might serve to widen the achievement gap. Parent involvement policies and programs at district, state, and federal levels will be more effective and equitable if they recognize and accommodate the needs of children with parents, particularly single parents, working nonstandard hours.