Assessing Parent Participation: The Parent/Family Involvement Index

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Abstract
An objective, 63-item measure of 12 types of parent participation in their child's special education program was developed. Data obtained from teachers reporting the involvement of 229 families were analyzed to evaluate the measure. Second administrations available for 24% of the families showed high scorer agreement (M = 90%. range = 85% to 99% across the 12 areas). KR-21 values showed area and total scores to be generally reliable (M = .81, range = .44–.98 for area scores; KR-21 = .94 for total scores). Mothers were reported to be significantly more involved than fathers in 9 of 12 areas (p < .05 to .001), as well as in total score (p < .001). Family income and parent education levels were positively correlated with involvement for both mothers and fathers. Child's grade level was generally negatively correlated with mothers' involvement, but unrelated to fathers'. Results are discussed in terms of future refinements to the measure and ways it can be used to examine the significance of parent involvement more thoroughly.

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