Importance Of Parental Involvement In Middle Schools

The fact that African American students lag several years behind their White peers in math and reading continues to be a persistent problem in America’s public schools – a critical issue that should not be ignored in any meaningful discourse on community, literacy and public schools. The wide body of relevant research reveals many causal factors and correlates including race, socioeconomic standing, social class, teacher competence and perceptions, quality of schools, etc. It is also generally acknowledged that there is a direct, positive correlation between greater parental involvement and student academic achievement. The particular focus of this paper is on the question of to what extent parental involvement – or lack thereof- influences the academic performance of African American students. I will argue that African American student underachievement is, to a significant degree, likely to be attributable to lack of active parental guidance and involvement. The variety of factors that impact parental involvement, particularly that of parents of non-dominant backgrounds, will be examined in order to demonstrate the need for schools and teachers to diversify the approach generally taken to collaborating with parents, such that it becomes a more meaningful, inclusive and relevant process for these parents. In closing, I will draw on an interview conducted with the parents of an

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

Parent and Community involvement does not occur overnight. I feel that schools must make parent and community involvement a priority, valuing and accepting each other’s differences. Schools, families and communities must work together to support all students in a learning environment to ensure every student is a successful learner. Positive family and school involvement fosters a partnership among my school encouraging students to reach their highest potential academically and in life. Parent and community involvement does not mean stay-at-home mothers coming to school to help as needed, or a businessman stopping by to see events occurring on campus. The role of school, family and community involvement is a partnership incorporating goal-oriented activities for all grade levels linked to academic success and student growth.

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:

In a 2004 journal by Susan Auerbach, the concept of parental influence and support for Latina/o students is addressed. Auerbach shares that, “Research suggests the pivotal role of parents in promoting students’ college going” (Auerbach, p.127). It is no mystery that parents have great influence over their children, and when a parent is uneducated on how to best advise their child regarding higher education, they are unable to use this influence to encourage attendance. Auerbach states, “Families without a tradition of college going do not have sufficient knowledge to help their children navigate pathways to college” (Auerbach, p.140). According to the Latino Eligibility Study, the single most important barrier to college access for Latino students in California is lack of active knowledge of the steps needed to go to college (Gandara, 1998,2002). Parents of first generation students need tools that can aid in the child’s success and serve as a means of knowledge on what can be a challenging and confusing process. Another issue tied to parent involvement and understanding is that, “Poor and working class Latino families come to college preparation relatively late in students’ careers, with fewer resources and more obstacles” (Auerbach, p.136). The journal supports the idea that Latino/a parents are in need of early access to college preparation education in order to be able to challenge and support their

How does parent involvement affect children’s academic success in low socioeconomic areas? Does socioeconomic status and parental involvement play a major role in the academic success of teens? Many reasons can contribute to the low level of success of some teens. The thrilling memoir, The Other Wes Moore, provides readers with two scenarios, one resulting in success, and one resulting in failure. Teen’s who are raised in low socioeconomic areas, and who have a minimal level of parental involvement, tend to perform poorly in academic settings.

Family is an important part of a Latino community and their input contributes to the education and development of Latin students. Family and education system go hand in hand especially when the education system is implementing new ideas. The support of parents is a vital part of a student’s and life and at times the lack of contribution can be seen as a lack of interest in the education of a student. The lack of involvement from Latino parents in their children’s

Promoting school-community relations with Hispanic parents begins with identifying the barrier that prevents involvement or engagement is school issues. Those issues can include lack of knowledge on American schooling, transportation issues, limited English spoken, or problems with work or childcare availability. Once these barriers can be broken, an aggressive approach can be initiated to close the academic gaps many English Language Learners are facing. Zimmerman (2011) states the six strategies for enhancing Hispanic parent involvement include; "remove language barriers between the parents and the schools, address economic obstacles that hinder parental involvement, schedule activities to make transportation easier for parents, empower and

The growth of the ELL student population has increased in all states over the last 20 years. However, ELL parents have difficulty obtaining information from their child's school or attempting to participate in school events. These barriers, which often include poor understanding of English, unfamiliarity with the school system, and differences in cultural norms and cultural capital, may limit parental communication and school participation. However, research shows that parents' participation in school events has a positive effect on improving student achievement and school attendance rate, regardless of socioeconomic background or ethnicity. It is, therefore, important to find practical ways to improve ELL parent involvement and student achievement.

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

Forming connections with schools helps parents promote their students’ achievement since it allows them to access valuable resources. However, racially diverse parents from low socioeconomic backgrounds exhibit less involvement in their children’s schools because of things such as language and cultural barriers (Lee & Bowen, 2006). Since more than 80% of students attending urban public schools are Black or Hispanic, these schools tend to have less parental involvement (Lee & Bowen,

The federal government has spent many years researching the importance of parental involvement in children’s learning and development. The No Child Left Behind Act (NCLB) of 2001, covers a portion of the years of research and time, and offers a definition of parent involvement as a regular, two-way and meaningful communication about student learning and other school activities. These activities should include assisting in their child’s learning, being actively involved in their child’s education at school, serving as full partners in their child’s education and being included in appropriate, in decision-making and advisory committees to assist in the education of their child and others (NCLB, 2002). Other agencies and divisions of education have also studied the effects of family and community involvement on the academic success of students, and they have also found that there are positive student outcomes when the family and community become involved with the students and schools. It is required that most Title I schools develop a Parental and Community Involvement plan as a part of the regulations. A great Parental and Community Involvement plan will include its philosophy, its goals and purpose, the action and reflection.

Although Herndon has implemented a variety of partnership activities, there is still room for improvement for parent involvement in School activities as well as Kids at Hope program activities. Herndon can improve on six types of Epstein parent involvement (especially Decision making and Collaborating activities), such as involving ESL and low income families. The achievement gap is growing among ESL students and Low income students. The ESOL and low income population is increasing yearly. There is a 20 percent increase in the Hispanic population in the last three years. Reaching, communicating and involving these parents is becoming increasingly difficult. Certain clubs like Math clubs and Science clubs are receiving less parent volunteers

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

Parental involvement in education is a vital essential for creating a cooperative environment for the student to thrive and succeed in. When a student knows that he or she is receiving support both inside and outside the school, the chances of that child becoming responsible for and active in their education are more likely. I know that there can be difficulties including parents for many reasons. Such parents may be too busy, uninterested or just feel helpless. However, as an educator, I will still have an obligation to reach out to these parents and assist them.