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Geaneria Green

Professor Wallace

English 101

25 November 2019

Parent involvement in student education

Parents play an immense role in their children’s education. Students who have active parents

involved in their education preform at a higher rate. Parents being involved in education is “an

important ingredient for the remedy for many problems in education” (Xitao Fan and Michael

Chen). There have been numerous studies to assess the benefit of parents involved in their

child’s education. The effects of parental involvement is determined by the benefit of parent

involvement, student behavior, and student attitude.

Parents are not involved enough in their children’s education. Therefore, children may

not be displaying their full learning potential. Research has shown children of all ages and grade

levels benefit from parents being involved. The most effective way parents can be involved is

through “reading with their children, supporting their work on homework assignments, or

tutoring them using materials and instructions provided by teachers, show particularly impressive

results” (Kathleen Cotton and Karen Reed Wikelund).

Schools are proving a number of ways parents can get involved and help their child’s

education flouriest. If more parents get involved children will be more successful in their

learning. “Researchers have found that the more active forms of parent involvement produce

greater achievement benefits” (Kathleen Cotton and Karen Reed Wikelund).

How children feel in school and about school plays a big role in how children feel in the

classroom. Children may feel upset learning in school if they do not understand what they are
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learning. When parents talk positivity about school and schoolwork children start to think

positively about school. “talking with your child about school conveys the message to your child

that ‘school is important to me and I want it to be important to you too’ (Ralph B. McNeal Jr).

A study was conducted in an inner Chicago elementary school over the course of two

years. The program focused on parent involvement in schools and the effects on their children.

The results of the study convey that their children’s attitudes towards school have changed.

Children have a positive mindset towards school. “the level of interest their children had in

school improved as did their attitudes about school and about their teachers” (Steven R Hara and

Daniel J Burke). When parents teach their children why their education is important it sets a

positive mindset on their children to view school.

When parents are less involved in their child’s education it can cause children to display

behavior that is not condoned in schools. Schools and parents often come close together to

establish grounded goals for their children’s academic and behavioral goals. “families and

schools work together to build a consensus about appropriate behavior that can be effectively

communicated to children at both home and school” (McNeal, 1999).

Parents and schools have the power to show children what behaviors are acceptable with

parents coming together it reduces problem behaviors in children. “Parents’ coming to know one

another and agree on goals—both behavioral and academic—serves as a form of social

constraint that reduces problem behaviors” (Nancy E Hill and Lorraine C Taylor).

Children often reflect what is seen to them if they see their peers behave appropriately it

will reflect onto them. “When children and their peers receive similar messages about

appropriate behavior across settings and from different sources, the messages become clear and

salient, reducing confusion about expectations” (Nancy E Hill and Lorraine C Taylor).
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Children would perform higher and have a positive outlook on school if the parent

actively got involved in their education. Why are parents less involved in their child’s education?

When parents are not involved in their child’s education it can cause children to slack off and not

display their full potential.” children's progress in schools and their behavior can be hindered or

affected by lack of parental involvement” ( Siddiqui and Ismat Jahan).

The number one reason parents are not as involved as they want to be is time. Parents

have to work and sometimes can not make it to all school involved activities. Parents understand

and value their child’s education however they do not know how they may fully support their

children by becoming involved. “Parents most often care deeply about their children’s education

and are not unwilling to help; sometimes they just don’t know how…”( Theresa Keane).

Most parents would love to be involved in their child’s education as much as they

possibly can. Schools provide a number of different ways parents can be active and involved in

their child’s education. Activities such as parent-teacher meetings, attending field trips, buying

classroom supplies or even sending in assignment materials such as family photos.

Although teachers encourage parental involvement there can be numerous explanations

why parents cannot participate. Parents “may be may be highly stressed about work or other

family responsibilities” ( Charlotte Politis). Children want the best for their children in all things

including their education. Some parents may believe parenting shall be kept at home and they

should not get involved in schooling. Some parents believe a child goes to school to be taught

by a teacher and the parents should not get involved in school-related activities. “some parents

think school is your job, parenting is their job, and that you do not share those roles” ( Charlotte

Politis). Parents that are less involved in their child’s education appreciate the job of the teachers.

Parents appreciate how teachers interact with their children.

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Over the course of nine years from 1999 to 2007, a survey was conducted. The survey

measured parent involvement based on activities such as attending a general meeting, attending

a meeting with the teacher, at a school event, serving on a committee and volunteering. “The

percentage of students whose parents reported involvement in their schools rose significantly

between 1999 and 2007”(“Parental Involvement in Schools”). One survey conducted “Trends in

the Percentage of Students Whose Parents Reported Involvement in their Childs School”.

Between the years 1996 to 1999, 77 parents reported attending a general meeting in the year

1996. 78 parents reported attending a general meeting in the year 1999. Over the course of two

years, a slight increase was shown. Although the increase was limited the was shown progression

of Parental improvement between 1996 to 1999.

The end goal of the survey wanted to provide growth in all three areas measured.

Between the years 1996 to 1999, 72 parents reported attending a school meeting with the teacher

in the year 1996. 73 parents reported attending a school meeting with the teacher in the year

1999. As shown in the previous year’s minor changes have occurred. In the first two surveys, all

of the numbers were only one number difference.

The first two results of the survey showed little parental improvement. Between the years

1996 to 1999, 67 parents reported attending a school or classroom event in the year 1996. 73

parents reported attending a school or classroom event in the year 1999. During the course of 2

years, the data improved significantly. Our previous data collect increased lightly. Parents

attending school and classroom events started at 67 and jumped to 73 demonstrating a hefty

difference.

Lastly, the survey was conducted by parents who have volunteered or served or a

committee. Between the years 1996 to 1999, 39 parents reported they volunteered or served on a
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committee in 1996. 37 parents reported they volunteered or serve on a committee in 1999. The

numbers are slowly decreasing as the topic expands. In other activities, the ratings were much

higher.

The data collected from the survey demonstrated how involved parents were in the early

years. With the select activities such as attending general meetings, volunteering, serving on a

meeting and attending a meeting with their child’s teacher. There is shown to be a high growth

when it comes to activities such as attending meetings. When it comes to serving on a committee

or volunteer the data begin to drop to a lower rate.

The data we have collected is seen from an older date (1996-1999). This survey was also

conducted in the years 2007 to 2012. The survey asked parents about their parental involvement

in the same four school involvement activities.

The survey asked parents how many parents attending a general meeting for their child.

Between the years 2007 to 2012, 89 parents reported attending a general meeting in 2007. 87

parents reported attending a general meeting in 2012. Parents in 2007 were reported slightly

more involved.

In most recent years, parental involvement is has increased. Between the years 2007 to

2012, 78 parents reported attending a meeting with the teacher in 2007. 76 parents reported

attending a meeting with the teacher in 2012. In 2007 parents got more involved in meeting with

the teacher.

Between the years 2007 to 2012, 74 parents reported attending a school or classroom

event in 2007. 74 parents reported attending a school or classroom event in 2012. Parents in both

2007 and 2012 kept a consist number.

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Between the years 2007 to 2012 46 parents reported volunteering or serving on a

committee in 2007. 42 parents reported volunteering or serving on a committee in 2012.

All of the data collected provided shows how little parents are involved when it comes to

volunteering at school. Parenting will attend meetings or participate with their child’s teachers

but very little have participated in volunteering in school events.

Parental involvement has been a big issue in education over the years. When parents are

more involved in their children’s education it is proven the child benefits. From the evidence

provided above children have a better attitude about school when parents are involved. Most

parents do not know how to become involved. Parents may get involved by helping children

with their homework and attending meetings involving their children.

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Works Cited

Fan, Xitao, and Michael Chen. "Parental involvement and students' academic achievement: A

meta-analysis." Educational psychology review 13.1 (2001): 1-22.

Cotton, Kathleen, and Karen Reed Wikelund. "Parent involvement in education."

School improvement research series 6.3 (1989): 17-23.

McNeal Jr, Ralph B. "Parent involvement, academic achievement and the role of student

attitudes and behaviors as mediators." Universal Journal of Educational Research 2.8

(2014): 564-576.

Hill, Nancy E., and Lorraine C. Taylor. "Parental school involvement and children's academic

achievement: Pragmatics and issues." Current directions in psychological science 13.4 (2004):

161-164.

Hara, Steven R., and Daniel J. Burke. "Parent involvement: The key to improved

student achievement." School Community Journal 8.2 (1998): 9-19.

Siddiqui, Ismat Jahan. "LACK OF PARENTAL INVOLVEMENT: STRESS PRONE CHILDREN."

International Journal of Education & Allied Sciences 3.2 (2011).

Keane, Theresa. "Improving parent involvement in schools: A cultural perspective." Rivier

academic journal 3.2 (2007): 1-4.

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Liontos, Lynn. How Can I be Involved in My Child's Education?. ERIC Clearinghouse on

Counseling and Personnel Services, 1994.

McPhee, C., Jackson, M., Bielick, S., Masterton, M., Battle, D., McQuiggan, M.,

Payri, M., Cox, C., and Medway, R. (forthcoming). National Household

Education Surveys Program of 2016: Data File User’s Manual (NCES 2017-

100). U.S. Department of Education. Washington, DC: National Center for

Education Statistics.

Noel, A., Stark, P., Redford, J., & Zukerberg, A. (2013). Parent and family involvement in education,

from the National Household Educations Surveys Program of 2012 (NCES 2013-028),

Washington, DC: U.S. Department of Education, National Center for Education Statistics.
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