Effectiveness Of Parental Involvement

In other words, contributes to the enhancement of knowledge of the child and his or her growth in school. Research provides implication of parent involvement in schooling, such as the effects on students dependent on the relationship between home and school, related research on the topic (e.g. socioeconomic and race), the issues to producing involving parents, and, concluding, example models of parent involvement that have been

Over the past years, most studies on the educational success of a child have focused on the factors that are within the control of the child. They are factors that are directly caused by the child himself such as the level of motivation, discipline level, hard work and the company he keeps. Only a few researchers have focused on the role parents play in the determination of the success that children have in academics. Despite their role being obscure in the scholarly work, it is evident that the involvement of parents in a child’s education plays a significant in determining whether a child will succeed or not. While most scholars argue that a child’s education success is dependent on the level of hard work he or she puts in class, recent studies by different scholars point that a parent’s involvement in school plays a significant part in the education success of their children.

Collective research focusing on family-school partnerships provide an extensive examination of parent involvement. Smith et al., (2011) referred to parent involvement as school, family, and community partnerships for the purpose of shared expectations, responsibilities, interests, and correlating influences of family, school, and community. Epstein’s (2008) framework of parent involvement approached parent involvement typologies from an institutional perspective; the framework for this literature review was conducted with a parental perspective that may positively affect academic achievement among students in 6th – 12th grades attending high poverty, rural schools. An explanation of Epstein’s six categories of parent involvement follows:

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

Parental involvement plays a crucial factor in the positive outcome of their child’s academic performance and self-competency level. However, not all parents take part in parental involvement for various reasons. To begin, many parents do not have a strong self-efficacy are not will to participate in school activities. The school community must make an effort to increase parental efficacy in order to create a positive outcome in parent involvement. Next, demographic valuables such as parent income and level of education also interfere with parental involvement. “Often, the education and social status of people who work in the school intimidate undereducated and poor parents” (Comer, 2005, p. 39). Parents may have had a negative personal experience in school, allowing for a negative experience for their child’s educational journey. Therefore, it is crucial teachers must provide a warm, welcoming environment so that parents feel valued on campus. As parents begin to experience a positive environment, and become more appreciated on campus they are more likely to become more involved in school activities as well as their child’s education.

As discussed above, the extensive research conducted has demonstrated that parental involvement has positive effects on student achievement (Allen, 2005; Epstein et al., 2002; Mapp & Henderson, 2002). A large portion of the research conducted has been influenced by Dr. Joyce Epstein. Dr. Epstein is the director of the Center for School, Family, and Community

“Parent involvement is widely believed to be critical to children’s early academic development” as quoted in Parent Involvement in Preschool: Predictors and the Relation of involvement and Preliteracy development. Despite alike documentation that involvement may contrast in preschool rather in later years, astonishing not enough is known about the later years.

Only two types of parent involvement had significant effects on academic achievement in the main

The review of the literature, for this research proposal, found that minimal parent engagement in the educational process has adverse effects on academic achievement, especially for those students attending a high poverty, rural school. Though, limited research has been conducted from the secondary education perspective using the poverty theory as a guiding principle. The proposed research of Examination of

Throughout the research of journals there has been a major concern for the lack of involvement in education for parents. Parents play a crucial role in the instructional experiences of their children (Bracke & Corts, 2012). Schools cannot succeed without the help of parents. So, if that is a known, why are parents not more involved in their children’s education? There is a connection amongst these journals that relates the constant interaction with parents, teachers, and their children. Much of the research has been focused on the earlier years of schooling, but it does relate to older children as well as a progression. Parents can model appropriate behaviors and positive attitudes towards schools by taking an active interest in their child’s schooling and thereby demonstrating their own valuing of education (Chen & Gregory, 2009). Through gathered information on the journals the studies have shown that students whose parents are more involved in their education earn higher grades, have better attendance, and have fewer discipline problems than do their peers whose parents are less involved (Larocque, Kleiman, & Darling, 2011). When looking at these specific journals that relate to the topic, the question is always what I am looking towards solving is: Does parental involvement such as school-related activities, encouragement in academic success significantly predict variance in students overall performance in

Parental involvement is vital in creating an environment for the student to thrive and succeed in. Parents are the primary caregivers and crucial assets in a child’s academic life. The parent- child relationship is very important because children tend to view their parents as being the most important role models in their lives. It is important to establish parent teacher collaboration because it allows the parent and teacher to connect in the best interest of the child. Based on the Longitudinal studies which focus on changes in behavior over time the findings of whether family involvement have a lasting impact on children’s academic achievements showed that the children in the study was more motivated, and academically did well across all grades. “The Longitudinal studies indicated that early family has potential to influence children’s academic achievement across grades.” ( Coleman 2013, p. 52). The first parent teacher conference of the school year my daughter received 2’s in english and math on her report card as well as 3’s in gym and music. When I sat down to talk to the teacher I was not so happy about her grades on her report card, so I asked the teacher what can I do to help her. As a parent you have to take a proactive measure in ensuring that

There must be excellent forms of communication in order to have effective parental involvement. Herndon High School has numerous resources that have been utilized to inform parents regarding their children or used to get parents involved with the school. When teachers want parental involvement, they have the capability of sending progress report via e-mail. Additionally, twice yearly there were “Touch Base”. Touch base was an opportunity for teachers to have mini conferences, no more than three minutes, early in the morning. In additional to using newsletters, e-mail, the telephone, mailing letters and progress reports, the school website’s is a valuable resource and has a wealth of information for parent to be involve with different activities.

Teachers need to increase understanding about how, and why, parents construct their involvement in different ways. Parental involvement may also vary because of differences in ethnic and cultural backgrounds between parents and teachers. I believe that supporting parental involvement requires knowledge by school's staff on how to involve parents in their children's education.

There are numerous explanations on why families should be involved in their children’s education and the main reason is that by being involved in their child’s education they will help their child flourish in class. A report by Southwestern Educational Development Laboratory in 2002 reported that “When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more” (National Education Association, n.d. para. 3). If parents are not involve in their children education then it is likely that their child will feel that school does not matter as their parents do not ask them what they did during the school day.

Flores, Gentling, Rosenberg & Steinhaus (2015) believe that parental involvement is a key component of academic success for children. Parental involvement can be described as parents “helping with homework, structuring children’s time at home for schoolwork, communicating with teachers and volunteering at school “(p. 36). In addition, the lack of parental involvement may lead to difficultly in school for some children (Flores et al., 2015). The purpose of this study is to examine the relationship between parental involvement and student academic achievement for children in special education (Flores et al., 2015).