Abstract

Parental involvement is a combination of commitment and active participation on the

part of the parent to the school and to the student. There are many problems concerned
with involvement. Many secondary schools simply do not know how to deal with the
nontraditional family and the areas of concern that it represents. Parents feel
unwelcomed at school, lack knowledge and education, and may not feel that education
is important. The number of solutions that can be used to improve parental
involvement are substantial. The most important of these, however, is for the principal
of the school to be totally committed. When these solutions are implemented the
effects are great, especially for the student. Improved student achievement is the key
objective.

Education and Parental Involvement in Secondary Schools: Problems, Solutions,

and Effects

"Parental involvement, in almost any form, produces measurable gains in student

achievement" (Dixon, 1992, p. 16). The concept of parental involvement with the
student and the school is a vital one and can produce great rewards for all concerned.
However, it has been found that schools do not always know what the term parental
involvement really means (Vandergrift & Greene, 1992). According to Vandergrift
and Greene, there are two key elements that work together to make up the concept of
parental involvement. One of these is a level of commitment to parental support. This
includes such things as encouraging the student, being sympathetic, reassuring, and
understanding. The other element needed is a level of parental activity and
participation, such as doing something that is observable. "This combination of level
of commitment and active participation is what makes an involved parent"
(Vandergrift & Greene, p. 57).

Problems

Parent involvement actually declines as students grow older, so that it is less in

secondary schools than in elementary (Stouffer, 1992). If parental involvement is so
beneficial, why isn't it being used to a greater extent than at present? There are many
reasons from the parent and also from the school for this lack of involvement. One of
the reasons concerns the lack of understanding of nontraditional families on the part
of the school system. The nontraditional family is struggling to deal with many factors
that affect every member of the family. These can definitely affect the way that the
family is able to be involved in the student's education. More than likely, there is a
shortage of time. There just simply are not enough hours in the day to accomplish
everything. If there has been a divorce or death in the family, there probably has been
a change in the financial standing of the family. By the school not being sensitive to
this change, the student/family could be embarrassed. The verynature of the family
structure is in a state of change causing confusion and insecurity (Duncan, 1992;
Lewis, 1992; Wanat, 1992). The parents may be doing the very best that they can.

"Schools must understand that lack of participation by parents does not necessarily
mean they are neglecting their responsibilities. They simply may not have the time,
resources, or know-how to help out" (Wanat, p. 47). Parents often do not feel
welcomed at school. They feel that what they may have to offer is unimportant and
unappreciated. Also, parents may not believe that they have any knowledge that the
school is interested in knowing. This is especially true when the parent may not have a
great deal of education (Dixon, 1992; Vandergrift & Greene, 1992). It is also possible
that the parent does not have a great deal of interest in the school or his child's
education. The parent may not feel that education is important (Vandergrift &
Greene).

Another reason for lack of involvement is embarrassment. The parents may be

illiterate or unable to speak English. This could make communication difficult if not
impossible. Another source of embarrassment is memories of the parent's failure in
school. The parent would not have much desire to return to a place that only served to
remind him of his own failures (Brink & Chandler, 1993; Smith, 1991).

Solutions

There are many things that can be done to improve parental involvement at the
secondary level, but the success of any program will be tied directly to the support and
encouragement of the principal (Lewis, 1992). "Principals are key contributors to
helping parents and other educators understand each other" (Duncan, 1992, p. 13).
"Ultimate responsibility for creating harmony between the school and the home rests
with the principal" (Campbell, 1992, p. 3). By the school being more aware of the
circumstances of nontraditional families, better communications can be established.
One thing that the school can do is to let the parents handle parenting responsibilities
and the school handle the educational responsibilities. Also, by working with the
parents more, the school will have a better idea of what the parents can and cannot do.
More realistic expectations for out-of-school projects is an example of this (Wanat,
1992).

Single parents often do not have the time, money, or knowledge to help children with
projects. For example, many mothers do not have equipment or skill to plan science
fair experiments or construct woodworking projects, and fathers may not be able to
help design and sew costumes for the school play (Wanat, 1992, p. 46).
Another important item is communication. More communication between the school
and home are needed, but specific types of communication are important. Two-way
informal exchanges between teacher/parent are much more effective than one-way
communication from the teacher (Wanat). Also, friendly contact should be established
with parents early in the year before something has happened that makes it necessary
for the teacher to contact the parent (Wherry, 1992).

There are many ways that a school can improve communications. One way is for the
school to sponsor a parent/student fund raising. Parents and students working side-by-
side gives them a chance to talk, and hopefully the teachers and schools will also be
included in this important exchange. Also, parent/teacher organizations can be an
avenue to reach parents. Parents who attend parent/teacher meetings are able to get to
know their child's teachers better. Another avenue sometimes overlooked is inviting
parents to volunteer. By doing this, the school is letting them know that they are
wanted, needed, and welcomed at the school. Many parents are more than willing to
share their knowledge of occupations, foreign travel, special skills and hobbies. They
just want to be asked. Alumni events have been shown to be an excellent way to
improve parent/community involvement and a way to raise needed money.

Former students may appreciate the opportunity to return something to their school.
One popular program is parent classes, which can help parents with parenting
ideas/problems, homework/tutoring strategies, drug education, and improving
communications skills. These classes can help the parent, student, and school.
Invitational events can encourage people to get involved with the school that might
not otherwise.

Grandparent day is one such invitational event that has met with success (Loucks,
1992; Stouffer, 1992; Wherry, 1992). An open house program at school can bring in
parents, and it is very important to greet these visiting parents face-to-face as quickly
as possible. Also, greeting visitors with a sign in their own language can make a big
impression. Find out the languages spoken by students and parents and put up a sign
with all languages on it. Another way to help parents feel genuinely wanted and
welcomed is to establish parent advisory groups.

People like to know that their input is valued. Also, the school could set up a parent
center in the school stocked with resources to help parents. This is one way the school
can say we care. In addition, the school could recognize what parents are doing to
help the students and praise them for their efforts. People like to know that someone
takes the time to notice and appreciate what they were doing (Wherry, 1992).

One very important way that parents can become involved in their student's work is
through the use of computers. This is a new world opening up for a lot of students as
well as their parents. They can learn about this exciting world together. One thing that
is necessary is to make sure the programs used are at the correct grade level and that
there is a lot of variety (Rickelman & Henk, 1991).

There are several things that have been suggested for populations that are at-risk.
These populations have a great number of uneducated people, drug addicts,
alcoholics, and child abusers. The ideas already presented may not work for this
sector of the population, and they may need special consideration. The first thing the
school can do is to meet the parents where they are by assessing the parent's needs and
providing programs to meet those needs. Having a workshop on Good Parenting
Skills in English simply will not work when offered in a district in which Spanish is
the main language spoken. The school will need to make a greater effort to get to
know the parents individually. Someone from the school may actually have to go
door-to-door to make the invitation as personal as possible so that the parents will feel
welcomed. Also, the school should "offer a broad range of activities to encourage
support and participation, including nonthreatening, low-commitment opportunities"
(Vandergrift & Greene, 1992, p. 59). Making the parents feel as comfortable as
possible is an important step.

Results from the Arizona At-Risk Pilot Project suggest that the most effective means
to involve parents are ones that (1) establish a personal rapport between someone
from the school and the parent and (2) do not initially require high levels of
commitment or participation (Vandergrift & Greene, 1992, p. 59). When parents,
students, and the school work together, it is possible to accomplish great things at the
secondary level. Everyone reaps the benefits! "When both parents and teachers work
together, communicate and build a family and school partnership, parents, teachers
and children benefit from the outcome" (Gelfer, 1991, p. 167).

The main benefit of parental involvement is the improved achievement of the student.
According to Loucks (1992), "Research shows that parent involvement in the school
results in improved student achievement" (p. 19). There it is in a nutshell: if the parent
shows concern, it will translate into greater achievement on the part of the student.
The more that the parent becomes involved with the teacher, school curriculum, and
administration, the better the parent feels about the school. The parent will have an
increased sense of pride in the school and the community. The more the parent learns
about the way the school functions, the more the parent will understand the
educational process and educational decisions. The parents and the school become
allies and are able to be of mutual benefit when it comes to dealing with difficult
students and situations. The parents are also more supportive of the school with
financial support as well as support of bond issues and other leeway levies (Stouffe,
1992). The more the parent becomes involved and learns about the school, the more
the parent can help the student. The parents are able to "increase their understanding
of child development in areas of physical, social, emotional and cognitive
development" (Gelfer, 1991, p. 164). This helps to provide a bond between home
experiences and the educational program. When the parents understand how the child
develops, they are better able to provide a more positive and exciting home
environment. The parents may even want to learn more and possibly attend the parent
classes provided by the school. This type of situation can produce a positive spiral of
success for the parent, school, and student (Gelfer).

Summary and Conclusion

"Do parents know how and what they can do to ensure their children's success? Do
they understand how the school and home can work in harmony for the good of both"
(Campbell, 1992, p. 1)? It is possible that a lot of parents do the best they can, but
simply do not know the answers to these questions. They want to help their children
achieve success, but do not know how to go about doing that. Reginal Clark
conducted research on students who were classified as high achievers and discovered
that these students shared ten common characteristics (Campbell, 1992). These ten
characteristics can provide a blueprint for families to be more effective in their roles
of ensuring their children greater success in school.

1. A feeling of control over their lives.

2. Frequent communication of high expectations to children.

3. A family dream of success for the future.

4. Hard work as a key to success.

5. An active, not a sedentary, lifestyle.

6. Twenty-five to 35 home-centered learning hours per week.

7. The family viewed as a mutual support system and problem-solving unit.

8. Clearly understood household rules, consistently enforced.

9. Frequent contact with teachers.

10. Emphasis on spiritual growth. (Campbell, 1992, pp. 2-3)

The important person is the student. Anything that the parent can do to help the
student improve is worth doing. "Emphasis should be on effective ways of helping
children, families, and schools work together to provide students with the opportunity
to put their best efforts forward" (Duncan, 1992, p. 13).

It is very clear that parental involvement is beneficial. It can definitely benefit the
student in question, but it can also benefit the teachers, the school, the parents
themselves, and the community, as well as other children in the family. Everything
possible should be done by the school system to encourage the parents to become
involved. This is especially true of the principal of the school. He or she is the driving
force of the school, and it is his or her leadership that will guide the teachers in the
direction of emphasizing the importance of parental involvement.

There has been extensive research done on this subject. However, new ways for
increasing parental involvement can always be discovered. Additional research and
information in this area can do nothing but help all concerned.

References

 Brink, C., & Chandler, K. (1993, April). Teach the parent; reach the child.
Vocational Education Journal, 68(4), 26-28.
 Campbell, L. (1992, April). Parents and schools working for student success.
NASSP Bulletin, 76(543), 1-4.
 Dixon, A. (1992, April). Parents: Full partners in the decision-making process.
NASSP Bulletin, 76(543), 15-18.
 Duncan, C. (1992, April). Parental support in schools and the changing family
structure. NASSP Bulletin, 76(543), 10-14.
 Gelfer, J. (1991, Spring). Teacher-parent partnerships: Enhancing
communications. Childhood Education, 67(3), 164-167.
 Lewis, J. (1992, April). Death and divorce - helping students cope in single-
parent families. NASSP Bulletin, 76(543), 55-59.
 Loucks, H. (1992, April). Increasing parent/family involvement: Ten ideas that
work. NASSP Bulletin, 76(543), 19-23.
 Rickelman, R., & Henk, W. (1991, March). Parents and computers: Partners in
helping children learning to read. The Reading Teacher, 44(7), 508-509.
 Smith, C. (1991, May). Family literacy: The most important literacy. The
Reading Teacher, 44(9), 700-701.
 Stouffer, B. (1992, April). We can increase parent involvement in secondary
schools. NASSP Bulletin, 76(543), 5-9.
 Vandergrift, J., & Greene, A. (1992, September). Rethinking parent
involvement. Educational Leadership, 50(1), 57-59.
 Wanat, C. (1992, April). Meeting the needs of single-parent children: School
and parent views differ. NASSP Bulletin, 76(543), 43-48.
  Wherry, J. (1992, April). Getting parents involved. Education Digest, 57(8),
49-50.

by Adrianes Pinantoan, informEd

The influence of parental involvement on a student’s academic success should not be underestimated.
While brain power, work ethic, and even genetics all play important roles in student achievement, the determining factor comes down to what kind of support system
she has at home.
Students with two parents operating in supportive roles are 52% more likely to enjoy school and get straight A’s than students whose parents are
disengaged with what’s going on at school. This is especially the case during the earliest years of schooling, in Kindergarten through the 5th
grade, when students with active parents are almost twice as likely to succeed. Once students enter middle school, the effect diminishes slightly—
possibly because they are maturing during this time— but there is still a 22% difference.

The data shows, predictably, that having one parent involved is better than having none at all. Interestingly, as far as behavior is concerned—
being held back or expelled— having a supportive mother makes a slightly more positive difference than having a supportive father. Having a
supportive father, however, leads to slightly higher grades than having a supportive mother.

Just as there seems to be critical period for parental support in terms of general academic success (K-5), there is also a critical period for parental
support with regard to “school readiness.” Before a student enters primary school, her parents have a huge influence on how well she will
perform. Did her parents introduce her to the alphabet? Did they read to her every night? Did they teach her to count? It appears that a parent’s
level of involvement in school readiness correlates significantly with that parent’s own educational attainment.

Parents with advanced degrees are 3.5 times as likely as parents without high school degrees to teach their children the alphabet, 2.4 times more
likely to teach them to count to 20, 1.8 times as likely to teach them how to write their first name, and 2.8 times more likely to read to them daily.

Even the difference in involvement between parents with advanced degrees and parents with bachelor’s degrees hovers around 10%. Almost
without exception, parents at each successive level of education send their children to school better prepared than parents who are less educated.
This suggests just how delicate beginnings can be in a child’s educational development, and just how important it is for less educated parents to
try to be more involved.

Another key to sustained academic success is progressing through each grade level with confidence and mastery. But even if the parental support
is there, financial setbacks can pose serious problems. Between 1996 and 2007, the percentage of “low-income” students typically held back a
grade reached 25%, while the percentage of “non-poor” students remained low and relatively constant.

This data reflects the unfortunate reality that successful adults are overwhelmingly found to emerge from supportive middle or upper class
families. For more information on this effect, dubbed “concerted cultivation,” see social scientist Malcolm Gladwell’s book Outliers: The Story
of Success (2008).
This post first appeared on OpenColleges.edu.au; The Effect Of Parental Involvement On Academic Achievement
Tags: Parent s

The Impact of Parental Involvement on Academic Achievement

Cole, Sylvia A.
ProQuest LLC, Ph.D. Dissertation, Northcentral University
Education begins at home. The responsibility to socialize and educate children is a shared obligation between parents and schools. In order for a child to

reach academic achievement, parents must be involved and participate in the educational process. The more parental involvement, the more students are

likely to become productive members of society as well as excel in academics. Parental involvement impacts student academics. The objective of the

investigation is to examine the impact of parental involvement in academics and the extent of the parental participation in their child's education. Thus, the

transition from being home to elementary school can be a stressful experience. Elementary school students are entering a stage in their lives when

psychological, emotional, cognitive and social characteristics are beginning to change. During this time, parental involvement and support is crucial to their

academic achievement. According to Bryan (2005), children are likely to excel in academics when their parents' actively participate in their education.

Education is necessary and important to society. Education provides insight, increases knowledge and skill. It is important to the development of human

capital and an individual's ability to provide a better living. Thus, the education of parents as well as their economic status is crucial elements to the

educational outcomes of students. Economics plays an integral role in this educational experience, and even plays a substantial role in student confidence,

further exacerbating its influence (Smith, Wohlstetter, Kuzin & De Pedro, 2011). The investigation explored the impact of parental involvement on

academic achievement. Case study research protocol guided the investigator in data collection and was key to increase validity (Yin, 2014). According to

Yin (2014), there are four steps that guide case study research. "The four steps are 1) relevant overviews of the case study 2) procedures for data collection

3) data collection questions, and 4) report guidelines" (Yin, 2014, p.110). Yin's (2014) case study research presents the potential for research replication (p.

110). Creswell (2013) states that field notes, interviews, surveys and archived data can be utilized when conducting qualitative case studies. A qualitative

case study methodology was utilized to collect data as well as gain the best understanding of the case. Qualitative case study methodology provided tools

for the investigator to investigate complex occurrences within the context. When the approach is utilized properly, it becomes a valuable method for

investigators to develop theory, evaluate programs, and develop interventions. [The dissertation citations contained here are published with the permission

of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600.

Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Descriptors: Parent Participation, Academic Achievement, Parent School Relationship, Case Studies, Elementary School Students, Qualitative Research, Parent
Student Relationship
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-
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Publication Type: Dissertations/Theses - Doctoral Dissertations

Education Level: Elementary Education
Audience: N/A
Language: English
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Authoring Institution: N/A

Parental involvement in their child’s school—as measured by attendance at a general

meeting, a parent-teacher conference, or a school or class event; or by volunteering
or serving on a committee at the school—rose from 1996 to 2007. In 2012, parental
involvement fell for most measures, but then rose on all measures in 2016. In 2016,
89 percent of students in kindergarten through twelfth grade had parents who
attended a general meeting, compared to 77 percent in 1996; and 78 percent had a
parent who attended a scheduled parent-teacher conference, compared to 72
percent in 1996. In 2016, 79 percent of students had a parent who attended a school
or class event and 43 percent had a parent who volunteered in school or served on a
committee, compared with 67 and 39 percent, respectively, in 1996 (Appendix 1).

Key facts about parental involvement in schools

 In 2016, the percentages of students whose parents reported attending a general
meeting at their child’s school, a parent-teacher conference, or a school or class
event reached their highest recorded levels (89, 78, and 79 percent, respectively).
 That same year, there were large disparities by educational attainment in the
percentage of parents who attended school or class events (54 and 93 percent,
respectively, for parents with less than a high school degree and those with a
graduate/professional degree), and who volunteered or served on a committee at
their child’s school (25 and 65 percent, respectively). These disparities have
remained relatively constant since 1996.
 Also in 2016, the percentage of parents who attended school or class events differed
by poverty status (62 and 93 percent, respectively, for households in poverty and
those not in poverty), as did the share of parents who volunteered or served on a
committee (27 and 47 percent, respectively).

Trends in parental involvement in schools

Parental involvement in their child’s school—as measured by attendance at a general meeting, a
parent-teacher conference, or a school or class event; or by volunteering or serving on a
committee at the school—rose from 1996 to 2007. In 2012, parental involvement fell for most
measures, but then rose on all measures in 2016. In 2016, 89 percent of students in kindergarten
through twelfth grade had parents who attended a general meeting, compared to 77 percent in
1996; and 78 percent had a parent who attended a scheduled parent-teacher conference,
compared to 72 percent in 1996. In 2016, 79 percent of students had a parent who attended a
school or class event and 43 percent had a parent who volunteered in school or served on a
committee, compared with 67 and 39 percent, respectively, in 1996 (Appendix 1).
Differences by grade
Parents have higher rates of attendance at school meetings, conferences, and events, and of
volunteering in their child’s school, when their child is in elementary or middle school. In 2016,
at least 90 percent of students in kindergarten through eighth grade had a parent who attended a
general meeting with their teachers, compared with 82 percent of students in grades nine through
twelve. In the same year, 92 percent of students in kindergarten through second grade and 90
percent of students in third through fifth grade had a parent who attended a scheduled parent-
teacher conference, compared with 73 percent of middle school students and 58 percent of high
school students. Parent attendance at school or class events is also highest for students in
elementary school—at 85 percent of students in kindergarten through second grade and 84
percent of students in third through fifth grade, compared with 76 percent of middle school
students and 73 percent of high school students. Among students in kindergarten through second
grade, 56 percent had parents who volunteered or served on a committee, compared with 51
percent of students in third through fifth grade, 35 percent of students in sixth through eighth
grade, and 32 percent of students in ninth through twelfth grade (Appendix 2).

Differences by race and Hispanic origin[1]

Parents of non-Hispanic black, non-Hispanic Asian/Pacific Islander, and Hispanic students had
lower rates of attendance at general meetings or school events, or of volunteering their time,
relative to parents of non-Hispanic white students. In 2016, 80 percent of non-Hispanic
Asian/Pacific Islander students and 87 percent of non-Hispanic black and Hispanic students had
parents who attended a general meeting, compared with 91 percent of non-Hispanic white
students. Seventy-one percent of Hispanic and non-Hispanic Asian/Pacific Islander students,
along with 72 percent of non-Hispanic black students, had a parent who attended school or class
events, compared with 86 percent of non-Hispanic white students. Thirty-four percent of non-
Hispanic black students, 36 percent of Hispanic students, and 42 percent of non-Hispanic
Asian/Pacific Islander students had a parent who volunteered their time, compared with 49
percent of non-Hispanic white students. The lower participation by nonwhite parents may reflect
an inability to attend school functions rather than any desire (or lack thereof) to participate in
their children’s education. Nonwhite parents are less likely to have flexible work
schedules.[2] However, students belonging to marginalized racial and ethnic groups experience
similar levels of parental involvement in learning at home (Appendix 1).[3]
Differences by parental educational attainment

Parents with higher levels of education have higher rates of involvement in their children’s
schools. For example, in 2016, more than 87 percent of parents with a bachelor’s degree or
higher attended a school or class event, compared with 54 percent of parents with less than a
high school education. This gap is even wider when it comes to volunteering or serving on a
committee: 25 percent of parents who did not graduate from high school volunteered or served
on a committee at their child’s school, compared with 65 percent of parents who completed
graduate or professional school (Appendix 1).

Differences by poverty level

Parents of students living in households with income at or above the federal poverty level (FPL)
have higher rates of involvement in school activities than those in households below the FPL.
For example, during the 2015–2016 school year, 47 percent of students living at or above the
FPL had a parent who volunteered or served on a committee at school, compared with 27 percent
of students living below the FPL. Low-income workers tend to have rigid work schedules, which
can make it difficult for them to participate in their children’s schools or attend school functions
(Appendix 2).[4]

Differences by parents’ language

Parents who do not speak English at home have lower rates of attendance at general school
meetings, parent-teacher conferences, or school or class events, relative to English-speaking
parents; and lower rates of volunteering or serving on a committee. For example, in 2016, 62
percent of students with two parents who do not speak English had a parent attend a school or
class event, compared with 71 percent of students with just one parent who does not speak
English and 82 percent of students with two parents who speak English. Parents who do not
speak English well may feel uncomfortable getting involved with their children’s schools, or
have trouble communicating with school staff. However, school efforts to engage parents who do
not speak English in their native language may improve their level of involvement (Appendix
2).[5]

Data and appendices

Data sources

 Data for 2016: McQuiggan, M. & Megra, M. (2017). Parent and family involvement in
education: Results from the National Household Education Surveys Program of
2016 (NCES 2017-102) [Table 2], Washington, DC: U.S. Department of Education,
National Center for Education Statistics. Retrieved
from https://nces.ed.gov/pubs2017/2017102.pdf.
 Data for 2012: 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) [Table 2]. Washington, DC: U.S. Department of Education, National Center
for Education Statistics. Retrieved from https://nces.ed.gov/pubs2013/2013028rev.pdf.
 Data for 2007: Herrold, K. & O’Donnell, K. (2008). Parent and family involvement in
education, 2006–07 school year, from the National Household Education Surveys
Program of 2007 (NCES 2008-050) [Table 3]. U.S. Department of Education, National
Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2008/2008050.pdf.
 Data for 2003: Vaden-Kiernan, N. & McManus, J. (2005). Parent and family involvement
in education: 2002–03 (NCES 2005–043) [Table 3]. Washington, DC: U.S. Department
of Education, National Center for Education Statistics. Retrieved
from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005043.
 Data for 1996 and 1999: Wirt, J., Choy, S., Gerald, D., Provasnik, S., Rooney, P., et al.
(2001). The condition of education 2001 (NCES 2001–072) [Table 54-1]. Washington,
 DC: U.S. Department of Education, National Center for Education Statistics. Retrieved
from https://nces.ed.gov/pubs2001/2001072.pdf.

Raw data source

National Household Education Surveys (NHES)

http://nces.ed.gov/nhes/

Appendices

Appendix 1. Percentage of Students in Grades K–12 Whose Parents Reported Involvement in

Their Child’s School, by Type of Involvement and Selected Characteristics: Select Years, 1996–
2016

Appendix 2. Percentage of Students in Grades K–12 Whose Parents Reported Involvement in

Their Child’s School, by Type of Involvement and Selected Characteristics: 2016

Background
Definition

Parental involvement in school is defined as parent-reported participation at least once

during the school year: attending a general school meeting, attending a scheduled
parent-teacher conference, attending a school or class event, or volunteering in the
school or serving on a school committee.

Parental involvement refers to the amount of participation a parent has when it comes to the schooling of his/her children. Some schools foster healthy parental involvement, but sometimes
parents has hesitations if they will involve themselves with their children's education. It has been advocated in Western countries. However, there is a body of literature that examines the
significance of social and cultural influences and the effects of parents' involvement in and expectations of their children's development and learning. It is important for schools to recognize the
existence of cultural variations in parent involvement because there are differences among parents with diverse background on when, why, and how they are involved in their children's education.
Parenting is important in the Philippine society because family is viewed as a center to one's social world. But, social contexts in which Filipino families are embedded have changed rapidly over
the past ten years (Ochoa & Torre, n.d.). Children's learning is increasingly moving toward a broader vision of the 21 st century learning. As children's educations increasingly occur across a
range of settings, parents are uniquely positioned to help ensure that these settings best support their children's specific learning needs. Thus, parental involvement researches remain
misrepresentative of parents and the involvement that they have with their children's education (Jackson, 2010). The present study is using a qualitative research design that will investigate
existing literatures on parental involvement in Early Childhood Education in terms of communicating from the school, volunteering and participating in school's activities, and learning at home.
The study will rely on the analysis of documents in order to gain deeper understanding about parental involvement in the Philippines and propose a School-facilitated Parental Involvement (SPIn)
Framework.

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Researchers, hive long noted that. parental involvement, can substantially influence children's academic performance.. There is a paucity. Of research Which,has
focused. on this relationship in developing nation's. Using data from two surveys Of parents, one sample from the Philippine, and one Sample from the United
States,this study examines the nature of parental involvement, and how it affect's the school success of elementary students. Among American parents, direct
involvement (e.g., helping With homework) yields positive benefits for., children's. grade performance, Among Filipino parents,. indirect forms involvement (e.g.,
volunteering at their children's schools) are associated with higher grade performance. Overall. Filipino parent are. shown to be more active in their children's school
activities. The influence. of parental involvement upon children's,performance in school is shown to vary Substantially between the two, Countries, "depending upon
the type of parental involvement and household characteristics. Household income,, in particular, different effects upon Filipino and U.S, children's, grade
performance. The results are discussed within a social capital paradigm.