Do Expectations Affect Student Learning

The research by Ralph McNeal proposes a theoretical model that separates parent involvement into two practices: (1) linking parents to children (Parent-child relationship) and (2) linking parents to other adults (Parent-Parent relationship) in the school environment. The researcher hypothesizes that parent-child (i.e. discussion and monitoring) and parent-school (i.e. educational support strategies and Parent Teacher Organization involvement) practices will differentially affect student attitudes (educational expectations), behaviors (absenteeism, homework, truancy), and achievement (math and science). Using a national survey conducted in the United States of schools and students, the National Education Longitudinal Study (NELS: 88), the research findings confirm that parent-child and parent-school involvement practices differentially influence student attitudes and behaviors, thereby indirectly affecting student achievement (Jr, 2014).From this body of research, it can be concluded that increasing parental involvement within the African American population can increase student achievement thereby reducing the Black-White academic achievement

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 children’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 child’s academic success at all grade levels, including elementary, high school, and even college.

Next, When students fail in school, teachers don’t bother to care nor to help because it was the student's decision to fail, although having parents jump in to the students problems; no matter what they will always support because the parents want the best out of him/her student. Also, parents look out for their child in the education challenges that gets to them. For example, Karther, Diane E. Lowden, Frances Y states,”Despite their own low school achievement, many parents value education, believing it to be a pathway to success for their children”(41). Parents are good reason why student tend to succeed in school after getting in the way of struggling by failing a class. One good reason that students will tend to focus in school and get a good passing grade is getting told by parents at home to do homework if not value electronics gets taken away. Teachers have limited control of students lives, so

Teachers rarely interact with students without some expectancies about how they will perform academically (Trouilloud, 2002). Trouilloud asserts that expectations are thought out as assumptions that teachers make about the academic performance of their students, based on the information they know about their students (Trouilloud, 2002). These assumptions can be either objective based on the student's past achievement or subjective based on teacher’s prejudices and stereotypes (Trouilloud, 2002). Trouilloud research revealed a strong connection between teachers expectation and students overall academic achievement (Trouilloud, 2002). In other words, the higher the expectation teachers have towards students, the higher the students’ academic achievement (Trouilloud, 2002).

Noel, A., Stark, P., Redford, J. (2013). Parent and Family Involvement in Education, From the National Household Education Surveys Program of 2012 (NCES 2013-028), National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Retrieved from http://nces.ed.gov/pubsearch.

The authors raise the importance of using scientific methods of inquiry in non-scientific fields in drawing valid conclusions. This is exemplified by the negligible influence that actions taken by parents have on children's' academic outcomes. Utilizing data from the U.S. Department of Education, the authors examined the correlative relationship between a child's academic success and a plethora of variables related to the child's life; race and economic status of the parents, birth weight, and hours of television watched, to name a few. The authors concluded that the variables most directly correlated with academic success were what the parents were, such as how intelligent they were, and less what the parents did, like reading to children. This conflicts with what normative reasoning would argue: of course parenting should affect a child's outcome. However, the authors used regression analysis, which artificially holds constant every variable except the two they wished to focus on, and it displayed a different story. This illustrates the difference between the analyzing the world as it is and analyzing it with previously held notions of how it should

An obstacle I have witnessed in my school is the lack of parental involvement. Throughout this year, I believe the parents' investment in their children education has been disheartening. I can say in my own classroom, nearly one-third of student’s parents have no idea how they are doing in school academically. About one-sixth of student’s parents don’t sign daily agendas or notes that are sent home. Only about one-fifth of parents consistently attend school programs. My biggest concern is that too many parents are disengaged. Parent involvement can indeed make a difference in a child’s education. Students would perform better academically and behaviorally if their

Pemberton and Miller (2015) conducted two phases to assess the effect of parental involvement in a Title I school with a history to low reading achievement. A principal, parent liaison, two first-grade teachers, and four low-income families participated in the study. It was expressed in Phase I through interviews with the administrators and teachers that the lack of parental involvement conveyed that parents do not value their children's education; therefore, severing as the main reason low-income children continue to perform poorly in academic. In Phase II, teachers’ low perception of parental involvement changed to a new appreciation of parents’ participation based on an experiment that partnered parents

Additionally, parent involvement is also an important factor that contributes to how well students do in school and whether or not they graduate. According to the Michigan Department of Education, “decades of research show that when parents are involved students have higher grades, test scores, graduation rates, better school attendance, increased motivation,

They emphasize that “parenting styles for African Americans might be direct results of their experiences as a subordinate group in the United States (1349),” which is to say that parental input contributes to students inadequate achievement gap, especially for the black students. A study conducted for controlling parenting styles as well as demographic factors eliminated the achievement gap between White and Black students and found that this is to be the case or one academic outcome –language and literacy skills in ratings. This, they identified was because of the different measures of education, because the study used slightly differing measures for parenting styles, including indicators which reflected the way that parents talk to their children about school experiences, school work, activities among others. Variables such as these, which capture parent-student interaction, contribute to the response of inadequate achievement. In addition, it also helps children from different social backgrounds to develop an orientation towards

When we discuss about the interactionist (or symbolic interactionist) view in the context of educational institutions, teacher expectancy effect would be one of the major areas affecting the growth and improvement of students both in academically and in extra-curricular, mentally and physically. In other words, teacher expectancy effect is something that ties closely to the social development of the students as a whole. Teacher expectancy effect is defined as “the impact that a teacher’s expectations about a student’s performance may have on the student’s actual achievements” (Schaefer & Lamm, 1995, p. 461).

This article Steinberg, Lamborn, Dornbusch (1992), looks at the effect of definitive child rearing, parental association in educating, and parental consolation to succeed on youthful school accomplishment in an ethnically and financially heterogeneous specimen of roughly 6,400 American 14-18-year-olds. Youths reported in 1987 on their guardians' general kid raising practices and on their guardians' accomplishment particular socialization practices. This question is important because the positive impact of authoritative parenting on adolescent achievement, however, is mediated by the positive effect of authoritativeness on parental involvement in schooling. In addition, non authoritativeness attenuates the beneficial impact of parental involvement in schooling on adolescent’s achievement. Parental involvement is much more likely to promote adolescent school success when it occurs in the context of an authoritative home environment.

Dessoff (2009) found that a parents' involvement in their children's education was often related to the parents' income and education level. Parental involvement

More recently, the United States Department of Education, by submitting the 1996 proposal for National Education Goals, addressed the issue of parental involvement. The official U.S. government stood by the research of three decades that “parental participation in schooling improves student learning,” (U.S. Department of Education). Based on government research, family involvement programs don’t always need additional money to be successful, but leaders should stretch their own creativity to expand the programs that encourage community and family support. Parental involvement is found to be beneficial through high school, not stopping after elementary school, and parents that evolve as leaders should be encouraged to continue their role in their child’s education. The most successful parent leaders are found to play four roles in their child’s education: those roles are teacher, supporter, advocate and decision maker. The teacher-role supplements the child’s education at home, the supporter contributes his/her skills to the school, the advocate helps children receive fair treatment at home, and the decision maker participates in joint problem-solving with

When teachers have low expectations of students their learning is negatively impacted and affected in several different ways. The teacher’s and the students’ attitude to their work is wrapped in low motivation, because teachers seem to think that because much is not expected and if the teacher lacks effective strategies for working with such students, then the outcome of success is low then they are less likely to want to teach these students and teach them well. If per chance the student notices the teacher’s attitude towards them then again it doesn’t work well as it is perceived as evidence of their low competence and the drive to perform well is erased.