Lack Of Parental Involvement And Its Effects On The Childs Education - Essay Example

Page Lack of Parental Involvement and its Effects on the Child's Education Contents Page Page i Contents Page ii iii Lack of Parental Involvement and its Effects on the Child's Education 1 Reference List 9 Abstract The involvement of parents in the education of their children has been one of the main issues that have been considered to be of urgent concern to educators. The paper looks at the effects of parental involvement on the education of children in terms of their scholastic achievements and changes in attitudes and behavior. Citing extensive research from studies made on the issue, the paper reveals overwhelming evidence of the positive effects of parental involvement on achievement, attitudes, and behavior and the improvement of parent-teacher-school relationships, and identifies key success factors that contributed to this finding. The key findings on the effects of parental involvement are likewise summarized based on a compilation of recent research findings. Lack of Parental Involvement and its Effects on the Child's Education The quality of education is one of the major social issues all over the world, from developing countries in Africa to highly developed ones like America and Europe. The reason is rather easy to see in a world where natural resources are dwindling and the competition for economic power and a high quality of life is intensifying. Ultimately, the continued economic progress of nations would be determined by the quality of their human resources, which in turn depends on the quality of a nation's educational system (Glatthorn, 1999). In America, for example, a government-led initiative that came to be known as the "No Child Left Behind (NCLB) Act of 2001" was meant "to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessment" (NCLB, 2002, Section 1001). As the law's main aim was to improve the quality of education, educators have been asking uncomfortable but important questions as to how such a goal could be attained. Among the many proposed measures that could have a lasting and positive effect on improving education quality is one that is based on the hypothesis that a lack of parental involvement is detrimental to a child's education. This paper aims to prove the above hypothesis by using research findings to show that the following proposition is true: that increased parental involvement provides beneficial effects on the child's education. Also discussed would be several findings on the ways parents get involved in the education of their children; which type of involvement works best; the effects of parental involvement on student attitudes, self-concept, classroom behavior, and attendance; and at what levels of the child's education would parental involvement be useful. These findings are then summarized into seven major insights on the effects of parental involvement on their children's learning process and ways to encourage and sustain these based on experiences in the U.S. Parental involvement can be characterized in many ways, but all the literature on the topic agree that it includes various forms by which parents participate in their children's education and with the way education is carried out in schools. The range of parental involvement activities is wide: active tutoring of children at home, helping them with homework, becoming role models of positive behavior by showing eagerness to learn and study, or encouraging their children to learn, providing an appropriate place and time for serious study, and supporting their children's schooling by attending school functions and participating in school obligations (PTA, student plays, parent-child excursions, etc.). Parents can also extend their involvement outside the home-school environment by political lobbying, volunteering for community-based school projects, or getting public or corporate support for scholarships to minority students. Some parents who have the skills to do so can also help in school administration as consultants or resource persons. There is abundant research literature showing that parental involvement in their child's education is positively related to student achievement. One of the most quoted is the study by Feinstein and Symons (1999), which argued that children achieve more when they have parents who show high levels of interest in their schooling, regardless of the quality of the teachers or instruction. Their research showed that children of involved parents can progress 15 to 17% more in mathematics and reading between the ages of 11 and 16 compared to students whose parents showed no interest. Their study supported earlier research done by Comer (1988) and the U.S. Department of Education (1998) and confirmed by more recent studies by Reynolds and Clements (2005) and Henderson et al. (2007). These studies overwhelmingly showed that the most effective forms of parental involvement are those where parents directly work with their children on learning activities at home: reading books with their children, helping them do their homework, tutoring them using materials provided by teachers, and encouraging children by letting them see how proud their parents are when they learn and enjoy themselves in the process. Children are encouraged when they know they have achieved learning and see that their parents are happy with such achievements. These studies also showed that when parents are participating actively in their children's education, the children achieve more than those whose parents behaved more passively. Some examples of active involvement were suggested, such as personally receiving phone calls and signed invitations from teachers and school officials, reading written communications and signing return slips, and attending and listening during parent-teacher meetings. One highly interesting research finding is that children derive the greatest achievement benefits when their parents find the time to work with their children at home and, despite their hectic work or home schedules, parents also find the time to participate in and actively support school activities. The earlier such interest is shown by the parents in their children's education, the more powerful the benefits would be. This confirms the findings of earlier studies by Fehrmann et al. (1987) and Henderson (1987) that the home and family environment play a critical role in preparing the child's success in school. This success extends beyond scholastic achievement and into student attitudes towards school, self-concept, classroom behavior, time spent on homework, expectations for one's future, absenteeism, motivation, and retention. Several research studies (USDE, 1994; Williams et al., 2002; Reynolds & Clements, 2005) showed that active parental involvement had positive effects on student attitudes and social behavior. Other benefits to the school include greater willingness on the part of parents to volunteer for school activities. The parents also learn to work closely with and learn from teachers so they can help each other better for the good of the student. In the process of parent-teacher-school interaction, the parents develop positive attitudes about education and schooling that the children acquire for their own long-term benefit. The next question that comes to mind is whether there are proper techniques for parents to get involved in their children's education, and whether these techniques could be learned. Epstein (1991) and Johnson (1993) showed that parents ask for and need help so that they could be more effective in their involvement in their children's education. Schools should therefore provide the parents with the basic and advanced techniques that would help motivate their children and assist them in helping their children do their homework. Schools could also organize workshops and training seminars, providing help lines and ongoing supervision arrangements so they could perform their tasks better. However, while educators highlight the benefits of greater parental involvement, they also warn against the danger that parents lose interest or become discouraged if these training workshops become too time-consuming or loaded with complicated jargon that would be too difficult for parents to absorb. They suggest that parents who receive basic training on how to help their children perform as well as, or even better than, those who have received advanced and intensive training (Clarke-Stewart, 1983). Lastly, these research studies also showed that schools which give parents several options to participate are more successful in attaining greater parental involvement. It has to be admitted that although most parents may be interested in being more involved, they also vary in their willingness, ability, and availability to be involved Some have less time, and others do not feel comfortable participating in public activities for some reason or another, so schools need to know the types of parents they are dealing with and design a wide range of activities from which parents could choose. In a recent (Henderson, 2007) U.S. Senate testimony, well-known educator Anne Henderson, Senior Fellow of the Annenberg Institute for School Reform, outlined what she called the "Big Stories from the Research" which gives an update of the progress achieved thus far on the issue of the beneficial effects of parental involvement in their child's education. First, when families are involved at home and at school, children do better and the schools get better, and that the effects are greatest for low-income students. Citing the research she did with Mapp (2002), they found that students with involved parents, no matter what their income or background, are more likely to earn higher grades and test scores, enroll in higher-level programs, be promoted, pass their classes and earn credits, attend school regularly, have better social skills, show improved behavior and adapt well to school, and graduate and go to post-secondary education. Second, families are doing more at home than they are given credit for, as researchers have shown that families of all income and education levels and ethnic and cultural groups are interested in their children's education, talking to them about doing well in school, helping them stay focused on learning and homework, encouraging them to work hard and get a good education, and helping them plan for higher education. Many families value education and want their children to succeed. She cited Clark (2002) who found that students who spend at least twenty hours a week out of school in "high-yield learning activities" with responsible, caring adults tend to have higher grades and test scores. Third, parent advocacy and support has a protective effect on children. The more families are given the power to speak out for their children and support their education, the better the children do, and the longer they stay, in school. Since this requires skill, parents must learn how the system works, to work with school staff to plan for their children's future, to guide their children through the system and steer them to higher-level classes and programs, to know where to get help when their children need it, and to speak out for their children and for other students and families when problems arise. Fourth, investing in parent education when children are young will pay off throughout their children's whole career in school. By providing early intervention programs that provide comprehensive education and family support services to low-income children and parents from pre-school to third grade, schools can encourage direct parent involvement and enhance parent-child interactions, parent and child connection to the school, social support among parents, and children's school readiness and social adjustment. Based on Henderson's experience with the Child-Parent Center (CPC) in Chicago, each year that parents participated in the program increased the odds that their children would graduate from high school by 16%, and that while only 38% of student whose parents were not involved graduated from high school, over 80% of those whose parents were involved for the whole six years of the CPC program did graduate. Fifth, the more the programs and activities for families are linked to what their children are learning and doing in class, the greater the impact they will have on student achievement. Henderson recommended that if school programs and activities focus on helping parents understand what students are learning, what the standards say their children should know for their age and grade level, and how they are being taught, these have significantly greater impact on student achievement. Workshops, learning kits, family math and reading events and other learning activities are good investments to help parents intensify their involvement at home. The most powerful link to learning, however, is close and regular communications between teachers and families. The three most effective practices of teachers that support this is meeting with families face-to-face, sending materials to parents on ways to help their children at home, and calling up the parents on a regular basis and when the student is having problems. If schools could do these, they would be encouraging greater parental involvement as an effective strategy to improve achievement and students would be making substantial gains. An important assumption she makes is that, above all, classroom teaching has to be effective in the first place. Sixth, community organizing efforts to build parent and community leadership are improving the quality of schools. This is due to the way parents learn how the system works and how to make it work for the benefit of their children. As a complement to traditional school-based parent involvement, parent leadership and community organizing programs build partnerships to support schools and hold them accountable for results. Community organizing efforts have helped upgrade school facilities, improve school leadership and staffing, raise the quality of learning programs, renew resources and programs to improve teaching and curriculum, increase parent and community involvement in school activities and programs, and provide funding for family services and after-school programs. Seventh, when families are welcomed and treated with respect, honored for their contributions, and connected to teachers, other parents and what is happening in the classroom, they become motivated to be involved over the long-term in ways that improve their children's success in school. Citing a previous study by Hoover-Dempsey and Sandler (1997), Henderson (2007, p. 6) enumerates three key factors that influence the choices parents make about being involved in their children's education: role construction, efficacy, and sense of invitation. "Role construction" refers to how parents see their job description as a parent, what parents think they are supposed to do to help their children, and what teachers, family and friends say about what is important and acceptable. These perceptions and impressions deeply affect what parents decide to do. "Efficacy" is a measure of the level of confidence of parents about their ability to help their children. Parents become more involved if they feel that (1) they have the skills and knowledge needed to help their children, (2) their children can learn what they have to share and teach, (3) they can find other sources of skill or knowledge if needed, and (4) what they do will make a positive difference in their children's learning. "Sense of invitation" is a personal perception as to whether parents feel invited to participate by their children and by the school. These signals let parents know what their children and teachers want and expect, and are affected by their children's age and how well they are doing in school. According to Hoover-Dempsey and Sandler (1997), the third - the sense of invitation - is the most important. In conclusion, the evidence shows that parents want to help, and even if they see their roles imperfectly, or lack the confidence to be of much help initially, an inviting school that shows its willingness to help parents help themselves for the good of the children would succeed in securing greater parental involvement. Parents are open to be helpful for their children's sake, in the same way that parenthood triggers the development of a sense of responsibility towards the good of their offspring. The challenge for educators and teachers is to find the best formula and strategy for each parent to get them involved according to their capacity, no matter how limited, and to be willing to work on and build up on such goodwill. Rarely would a right-minded parent refuse the invitation or fail to deliver on expectations for their children's good, which means that schools and teachers must exert effort in educating parents and getting them involved. Their success in achieving this would determine the future of the nation. Reference List Clark, R. (2002). "Ten hypotheses about what predicts student achievement for African American students and all other students: What the research shows." In Walter L. Allen et al. (Eds.) African-American education: Race, community, inequality and achievement - A tribute to Edgar G. Epps. Oxford, UK: Elsevier Science. Clarke-Stewart, K. A. (1983). "Exploring the assumptions of parent education". In R. Haskins & D. Addams (Eds.) Parent education and public policy. Norwood, NJ: Ablex Publishing. Comer, J. P. (1988). Is 'parenting' essential to good teaching NEA Today, 6, p. 34-40. Epstein, J.L. (1991). "Effects on student achievement of teacher practices and parent involvement." In S. Silvern (Ed.) Advances in reading/language research, Vol. 5. Literacy through family, community and school interaction. Greenwich, CT: JAI Press. Fehrmann, P. G., Keith, T. Z. & Reiners, T. M. (1987). Home influence on school learning: Direct and indirect effects of parental involvement on high school grades. Journal of Educational Research, 80, p. 330-336. Feinstein, L. & Symons, J. (1999). Attainment in secondary school. Oxford Economic Papers, 51(2), p. 300-321. Glatthorn, A. (1999). Performance standards and authentic teaching. New York: Eye on Education. Henderson, A.T. (1987). The evidence continues to grow: Parent involvement improves student achievement: An annotated bibliography. Columbia, MD: National Committee for Citizens in Education. Henderson, A.T. (2007). Testimony to the U.S. Senate Committee on Health, Education, Labor, and Pensions on NCLB Reauthorization: Effective strategies for engaging parents and communities in schools, 28 March 2007. Washington, DC: Government Printing Office. Henderson, A.T., Mapp, K.L., Johnson, V.R. & Davies, D. (2007). Beyond the bake sale: The essential guide to family-school partnerships. New York: The New Press. Hoover-Dempsey, K. & Sandler, H. (1997). Why do parents become involved in their children's education Review of Educational Research, 67(1), p. 3-42. Johnson, V. (1993). "Parent centers send clear message: Come be a partner in educating your children." Research and Development Report, September, No. 4. Baltimore, MD: Johns Hopkins University, Center on Families, Communities, Schools and Children's Learning. NCLB (2002). No child left behind act of 2001: Public law 107-110 dated January 8, 2002. Washington: U.S. Congress. Reynolds, A. & Clements, M. (2005). "Parental involvement and children's school success", In Eva Patrikakou et al. (Eds.) School-family partnerships: Promoting the social, emotional, and academic growth of children. New York: Teachers College Press. U.S. Department of Education (1994). Strong families, strong schools. Washington, DC: U.S. Government Printing Office. U.S. Department of Education. (1998). Parent involvement in children's education: Efforts by public elementary schools. NCES 98-032. Paper by Nancy Carey, Laurie Lewis, and Elizabeth Farris. Project Officer, Shelley Burns. Washington, DC: National Center for Education Statistics. Williams, B., Williams, J. & Ullman, A. (2002). Parental involvement in education: DfES Research Report 332. Nottingham: Department for Education and Skills. Read More