Despite the benefits of PI, there continues to be a problem in determining which (PI) methods works best for student achievement in Title I middle schools. Anderson and Keith, 1997; Jodl, Michael, Malanchuk, Eccles, and Sameroff, 2001 cited in McLoyd, Hill, and Dodge (2005), suggest that “decreased parental school involvement in middle school may be due to the adolescent’s desire for autonomy and independence” (p. 236). Bhargava and Witherspoon (2015) further believe that when youth independence increases along with failing grades, parental involvement in education is vital. A study by Epstein and Dauber (1991) cited by Hornby (2011) revealed that during the times when parents were trying to adjust to the shifting type and complexity of parental involvement with their middle-school age children, PI programs are less informative. Schools and parents must realize that the impact of not having or less parental involvement in middle school could be crucial, especially for those students who are not self-sufficient. Elias, Bryan, Patrikakou, and Weissberg (n.d) believes that a partnership between school and parents is significant in like of the fact that middle school parents are falling behind as the primary sources of influence over their children during middle school years. During the 60’s, schools had very few parents who participated in their children 's education. The involvement between parents and teachers were moderately scarce (Browne and Haylock, 2004). However, in the last 25 years, parental involvement (PI) is now an important issue for schools, parents, and policymakers. There is a large amount of studies that support that PI has a great impact on student achievement (Hornby, 2011; Jeynes, 2010; Henderso... ... middle of paper ... ...esearch. 1. Which parental involvement method has the greatest impact on student achievement? 2. What do teachers perceive as the most effective parental involvement strategies? 3. What do parents perceive as the most effective parental involvement strategies? 4. What is the relationship between race and parental involvement levels? To answer question #1, parents’ participation data in the form of Dr. Epstein’s six types of parent involvement: volunteering, communicating, learning at home, parenting, decision making, and collaborating with community will be used for the different parental involvement methods. GPA, grades, student attendance, and standardized test will be used to measure student achievement. To answer question #2 and #3, data will be compiled from teachers and parents’ surveys. To answer question #4, students and parents’ race will be used.
Deplanty, Jennifer, Duchane, A Kim, Kern-Coulter Russell (2007). Perceptions of Parent Involvement in Academic Achievement. The Journal of Educational Research. Vol 100, No. 6, 361
Much research has also been done on the impact that parental involvement has on an adolescent’s development and education. One study done viewed parental involvement as a multidimensional concept that includes school-based involvement, home-based involvement, and academic socialization. (Wang & Sheikh-Khalil, 2014). The researchers defined school-based involvement as communication between the parents and teacher, attending school events, and volunteering at the adolescent’s school. Home-based involvement was defined as setting up a structured time for homework and leisure, and monitoring the child’s progress. Academic socialization was defined as the parents communicating to their child their expectations and encouraging their children to form their own educational and career goals. (Wang & Sheikh-Khalil,
Many parents have multiple children, while working a nine to five job, attending family activities and meetings, and staying on top of bills and home duties. Family life can get hectic and parents may not take the time to realize their importance in their child’s academics. Some parents may be too busy, and others may simply not care, but their involvement in their children’s life is essential. Whether parents or children realize it, involvement of parents in children’s lives positively affects their children’s academic success at all grade levels, including elementary, high school, and even college.
Jeynes, W. H. (2005). A Meta-Analysis of the Relation of Parental Involvement in Urban Elementary Student Academic Achievement. Urban Education, 40; 237.
The review of the articles that focus on parental involvement shows that there is an overlap in this aspect of parental involvement. However, each article was able to determine the extent in which certain expressions of parental involvement would be beneficial to their child. Therefore there are needs to study the relationship between the parental involvement and children's academic success (Henderson, Anne T.; Berla, Nancy,
Izzo, C. V., & Weissberg, R. P. (2000). A Longitudinal Assessment of Teacher Perceptions of Parent Invovement in Children's Education and School Performance. American Journal of Community Psychology , 27 (6), 22.
Parent involvement is a major topic of concern among policy makers, educators, and researchers (Brooks-Gunn, Duncan, & Maritato, 1997; Rouse & Barrow, 2006; Young, Austin, & Growe, 2013) for more than 20 years. School districts, educational leaders, and researchers all agree with the premise that strong school-family partnerships improve children’s learning and outcomes. Parents and schools, separately or together, represent noteworthy influences on the essential sources of support for children’s learning and development. Children develop within multiple contexts, and development and learning are optimal when effective networks and permanencies among these systems are created. Semke and Sheridan (2012) affirm methods
... importance of parental involvement in education can be found in the following statement. “Children whose parents are involved in their formal education have many advantages. They have better grades, test scores, long-term academic achievement, attitudes, and behavior than those with disinterested mothers and fathers.” (Henderson, 1988 p.1).
Parental involvement promotes the social growth of a child. Children whose parents are involved in their education have many advantages. They have better grades, test scores, long-term academic achievement, attitudes and behavior than those with disinterested mothers and fathers (Gestwicki, 2001). Parents becoming involved in their child's schooling creates extra sources of social constraint to influence the child's behavior (McNeal, 2001). For example, parents talking to their children and becoming involved in the school conveys a message to the child of education being important. Parents should be talking with your children's teacher and letting her know about your family. The more she knows about your child, the better she will be able to connect with your child.
When it comes to parental involvement, most people agree with the “why”; it’s the “how” that poses the challenge. The vast majority of parents want to be involved, but face significant barriers in doing so. The vast majority of schools welcome parent involvement, but with short parent meetings (for which both sides struggle to find time), it’s hard to know exactly what to do.
Hickman, C. W., Greenwood, G. E., & Miller, M. D. (1995). High school parent involvement: Relationships with achievement, grade level, SES, and gender. Journal of Research and Development in Education, 28, 125-134.
The support of a parent is the single most important factor in predicting success in school for young children (Bourquin). Parents who make it a point to get involved with the child’s education are communicating the importance of education to their child (Heffer). There are a variety of ways in which a parent can get involved. This can range from at home help and encouragement with homework, attending athletic ...
To conclude, my research shows a clear link between parental involvement and children performing better in school. Children who's parents are involved in their education are showing better performance and are achieving higher grades. They also show better behaviour, more enthusiasm, ambition and higher levels of engagement. compared with children who's parent are not involved in their education. My research also shows that parental involvement has great benefits for both children and parents in many ways, so much so that the most effective schools are those who encouraged parents to be involved.
14.5% of Public School Principals agreed that lack of parent involvement was a serious issue. The only other issue public school principals found more prevalent than lack of parent involvement was poverty. 14.9% said that poverty was a serious issue in their school. I have a theory that most of the parents struggling to involve themselves in education of their children are struggling with poverty. There is some evidence to back this up. Childtrends found that students above the poverty line consistently had more involved parents than of student living at or below the poverty line. 45% of children above the poverty line had a parent volunteer at the school while only 27% of those below the poverty line could say the
Parent involvement is one of the most influential aspects of student motivation. The parents are the initial teachers of the child before the child goes to school and encounters education through a teacher. If a parent is completely engaged in the learning process with a child, there can be growth between the child and the parent simultaneously. The parents set an example for the child, so that the child understands that help is in the classroom and at home. Alma Wright, a first and second grade teacher, believes that parents in the classroom are a good way to stimulate children. She says, “Their active participation is a positive influence. The school is open for parents to share their talents and motivate their children” (Drew, Olds, and Olds, 1974, p. 71).