What Does The Research Say?
Recent years have brought an increased awareness of the advantages parent involvement has on the academic and social success of children in school. In 1994, the importance of parent involvement was officially recognized when it was designated as one of the National Education Goals in the Goals 2000: Educate America Act. The goal states: "By the year 2000, every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children." In Parent Involvement and Participation (1997), the U.S. Department of Education notes that "research over the past 30 years has consistently shown that greater family involvement in children's learning is a critical link to achieving a high-quality education and a safe, disciplined learning environment for every student." Unlike many topics in education, parent involvement is one issue where most experts agree—quite simply, it works.
Key findings of recent research on parent involvement include:
- Most parents want to be involved in their children's education. According to Epstein (1988), "Family requests for involvement are constant." Studies show that the majority of parents "want to know how to help their children at home and what they can do to help their children succeed" (National Association of Secondary School Principals [NASSP], 1992).
- Research suggests that "the most effective forms of parent involvement are those which engage parents in working directly with their children in learning activities at home" (Cotton & Wikelund, 1989). The earlier in a child's education process this begins, the more effective it will be (Cotton & Wikelund, 1989).
- The involvement of fathers in the education of their children can make a significant difference in overall achievement. A 1996 study by the National Center for Education Statistics (NCES) found that high father involvement improves the likelihood that children in grades one to12 will earn high grades, and reduces the likelihood that children in grades six to 12 will be suspended or expelled from school (NCES, 1996).
- Schools' efforts to promote parent involvement are more significant than parental income and level of education in determining whether or not parents become engaged with the school (U.S. Department of Education, 1997). Epstein (1988) found that it is "teachers' practices, not the education, marital status, or work place of parents that [makes] the difference in whether parents are productive partners in children's education."
- Parent involvement is higher when schools welcome parents and make it easy for them to be involved; when classroom and school discipline are maintained; and when teachers and students respect one another (NCES, 1996).
- And finally, teacher training is an essential component of developing and supporting effective parent-involvement activities (Williams & Chavkin, 1985; Decker et al., 1996; Shartrand, Weiss, Kreider, & Lopez, 1997; Liontos, 1992 ). Researchers emphasize that "school efforts to promote family involvement in children's education will succeed only if teachers are adequately prepared to support these efforts" (Shartrand et al., 1997).
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Date of Last Update: 09/19/2001
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