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Parental Involvement: What Makes the Most Impact?

David Snyder – June 23, 2009

The May issue of the journal Developmental Psychology features a fascinating meta-analysis of the research on parental involvement with early adolescent students. It's no surprise that students supported by parents involved in their education tend to exhibit higher achievement; this study breaks down parental involvement into subtypes to see what actions make the most difference across 50 studies.

The authors of "Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement" find that involvement described as "academic socialization" has the strongest positive correlation to achievement. They describe this as involvement that "creates an understanding about the purposes, goals, and meaning of academic performance; communicates expectations about involvement; and provides strategies that students can effectively use."

Other types such as school visits and volunteering were positively correlated with achievement, but less so. Interestingly, helping with homework was the only type not positively related to achievement.

How can schools best work to support parent involvement?

17 Comments. Permalink. Topics: Research, Supported.

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Comments

Schools need to invite, encourage,educate parents June 24, 2009 10:55 AM Joan Young: Parents and school staff need to be partners in sending clear coherent messages about the student's role as an active learner. From the research described above and my own teaching experience, it appears that some parents don't know how to create these criteria that are highly correlated with success. Schools can provide workshops for parents to involve them more in creating high expectations and supporting their child in taking responsibility for learning goals. As a teacher and a parent, I see a gap between both teachers' perceptions of parent roles and vice versa. Parents need to be reminded of how important their messages to their children are, by what they value in their own free time, to modeling the discipline it takes to be a lifelong learner. Schools need to be a part of this parent education.

how true June 29, 2009 10:08 PM lucy: I went to the Teach Like A Rockstar conference today, don't get me wrong it was a very good conference and Mr. Bowman was a very good speaker, but if the parents are not involved and don't care about their education it is going to be harder to get the students to be involved. Yes, I do think that teachers make a difference, but I also feel there is a whole lot of time wasted in the instructional day.

Be welcoming and answer questions July 01, 2009 1:17 PM Shara: To answer your question, I think (for me) schools and teachers need to be welcoming first off. Make it known that they care about parental involvement and input. They also need to answer parent questions with detail and attentive responses. If a phone call home is needed, make it. If a meeting is needed, book it. Keep the parents involved not simply by sending home fliers but by PERSONALLY taking the time to chat if/when needed or wanted.

Adult Learners July 17, 2009 4:35 PM Giulia: Parents are adult learners; the question is how to motivate these important adult learners to engage in specific ways with their kids? What can we learn from other community organizations that work effectively with adults? These experiences need to be inspiring, socially enjoyable, hands on and relevant to expressed needs, interests and worries. Partnership with other agencies who are effective can set a school on the right track.

Parent Involvement July 17, 2009 4:43 PM Barbara: I agree with Shara that personal involvement with parents is key. The student, the school, and the parent are a team to support and guide the student, especially at middle and early high school levels.

Where to focus July 17, 2009 7:15 PM Rene Z: I totally agree on the parental involvement is a huge indicator of success and used to think that it was obvious to everybody. But here is a problem that I feel can be readily remedied. The bottom line is that we have to understand that there is a variation of norms that are functions of such variables as economic status, marital status, and parent current level of education and so on. Surely there is not a parent out there that does not want the best for their child. So when you factor in such variables as those mentioned above plus a few others. The whole function can alter the main focus of such parents and lower their parenting skills or simply prioritize other functions that affect their lives. This is not to say or use an external locus of control as a cop out for some parents. No, it is just something to point out and understand we do not live in an ideal world. A simple fact that is lacking understanding, is that of the response of these people. What happens is since the responses are considered normal in such groups and considered abnormal for say in a group with a high socio economic status, married, etc I am sure you get the picture. This is where the breakdown in parental skills is hindered and these are the points that must be identified. Not necessarily high risk students but the high risk parents and yes this is where the education should begin. Surely you can try to educate the student for success, but when they go home they go back to bad parenting skills and or the lack of parents at home. Self esteem plays as a large role in the motivation to succeed without it the child is paralyzed. The most important thing to understand in success is not just one factor, we must concentrate on all the variables that contribute to success. So if for say you had a tank of water and it had four holes in it you would not just plug one hole you would have to plug all of them for that tank to fully function again. So shouldn’t that be done with students and parents?

Parent Involvement July 21, 2009 8:45 AM Elizabeth: I agree with Shara. It doesn't take a whole lot to get parents on board. After all, most parents want their child to be successful in school. Therefore, principals need to strongly urge and emphasis all employees in the building to be welcoming to all individuals walking in the school building. Also, respect and understanding the parent's stressors and so forth can go a long, long way. I beleive and have experienced that more often than not these three factors, empathy, respect, and welcoming, can cut through cultural, economic, and other factors mentioned in Rene Z's commnent.

PI is more than a notion! July 21, 2009 12:10 PM Renata: Having been involved with a citywide parent organization for the past 3 years and the President this past year I can assure you that parental involvement is more than a notion. Some posit parents don't care while others say teachers and administrators don't care and some go so far as to say that the students don't care. I found these comments just "too easy" to accept. So I did what all persons wishing to make a change does...I got involved. I've tried hardcore guilt, soft shoe, feed me, teach me, touch me and celebrate me tactics and they all produce less than desireable results. We is lacking is a CONSORTED effort by all stakeholders. We have pockets of PI promotion but not a full scale effort for same and I believe it is because "WE" do not believe it is important or produces positive effects on student's academic success. I have pulled/gleen and shared data from several meta analysis (I glad to see one more source of fodder!)but it is still not real to the average parent and for all the reasons expressed by Rene Z. So-- the question is where do we go from here? Do we accept the 1-5% active parents as "just what it is" or do we serious engage the COMMUNITY in bring about and increasing the level of parental involvement NATIONALLY! Does it become a part of our National Agenda on Education -- or is it something "nice" to have? Until we hard line this and commit both in terms of dollars and sense -- we will neither produce the parental involvement we seek nor the caliber of students we know exist!

My Apologies July 21, 2009 12:15 PM Renata: Sorry for all grammatical errors. I should have written it in WORD and copied it here. Hopefully -- you'll get the jest of what I've said...

Far Removed... July 21, 2009 2:28 PM Stephanie: From my experience, its been made clear that teachers and administrators are so far removed from the realities that parents within the lower socioeconomic strata face. some are working multiple jobs to make ends meet in hopes that they can provide the bare essentials needed to survive. Being actively involved in their child's learning is a wish and dream for some parents.
If we are championing WC education for ALL children, then we need to invest some attention and focus on Afterschool Programs.
Many working parents enroll their children in Afterschool Programs as a survival neccesity. Afterschool Programs are uniquely positioned to nurture the Whole child as we are not hindered by the no child left behind trajedy. Lets invest more in afterschool. More research and more resources.

Afterschool/Out of School Time Resources July 22, 2009 11:10 AM David Snyder: Thanks for your comment, Stephanie. Educating the Whole Child definitely means paying attention to quality after-school and out-of-school time programs. You can lots of resources and research at the Engaged Resources page: http://www.wholechildeducation.org/clearinghouse/engaged/

Part of the Conversation July 23, 2009 5:31 PM Dr. Powell: It's ironic that I opened my email this afternoon and gazed upon the many comments posted here. I was in a meeting today in which the topic of parental involvement emerged. We discussed the importance of developing strong relationships with parents beyond the school building. Here in my district, we are exploring ways to present meeting opportunities in local churches, community centers, etc. in an effort to go to where the parents are, so that they will know that they are a valuable asset to their child's education. I agree with the different perspectives presented, because this issue is multifacted and necessitates different voices at the table. As an educator and a parent, I have been often been quite disappointed with the lack of invitations for involvement from my children's schools over the years. Yes, I have been involved with the school carnival and fundraiser, but this type of involvement only scratches the surface of of the connection that I'd like to have. Such activities brought me into the building (in which I was already comfortable), but did not necessarily affect the academic achievement of my students--as is the expectation with parental involvement. I have longed for teachers who would take the time to call me at home (or invite me to a meeting)to talk about an instructional concern--not just a behavioral one. I have found that all too often, once teachers realized I was an educator also, I felt pacified and/or tolerated when I posed questions regarding the instructional practices in the classroom. It was as though, I was not "expected" to know so much and certainly not "expected" to ask so many questions. So, if this is the case (as many have also experienced), what is the expectation for parental involvement? How am I to be involved beyond school events? If I purchase snacks, hand sanitizer and paper towels; attend conferences and bake cookies for the carnival, would you say that I'm involved? Don't teachers want parents to be a part of the instructional conversation? If so, this requires an exchange of ideas, not simply presenting the grade card with a list of other points to check off the list. This was my perspective as a classroom teacher. I wanted to know my parents and wanted them to feel comfortable around me. When this happened they were more willing to help out in the classroom and certainly held their child to high expectations, because they knew that I did. Perhaps, my case my be unique because I am able to approach this issue from multiple perspectives. I know what I did as a teacher and a teacher educator and I know what I have experienced (and continue to experience) as a parent. I think the comment about making schools a welcoming place is well stated. There are several parents who are intimidated, uninformed or overwhelmed with life's circumstances that they don't know which questions to ask. Once they do muster the questions together, many are confronted with educators who do not welcome their inquisitive dispositions as positive involvement, but rather antagonistic. I think it is imperative to define the components of parental involvement and devleop the expectation that parents would have intelligent, researched questions for teachers. If parents are going to truly be a part of the educational conversation, teachers must be ready to handle the array of parents that come their way and be willing to go out and reach the others with care and respect.

educator July 24, 2009 7:10 AM Diane Rosado: Parent are facing dificult times competing with society as a whole to raise their child. This being said, it is important for us as educators to help our students by making the lessons a learning experience which they can enjoy. Parents will feel the joy of their child and will want to come to the school and meet that teacher who their child loves and is inspire by. We do have to face a couple of realities in our present economic times where parents can not afford to come to school during the time activities are offered because of their work schedule. That is why it is important for schools to offer a variety of menus for activities at different times during the day. Another important issue is you need to make the activity relevant to the needs in your neighborhood and economic status of your school families. EX. offer job training, computer training,mental disease, how to find scholarships for your child, etc. help learning how to manage the school system from a parents perspective. Believe me you will have more active parents learning as well as understanding the school where there child attends. We are the riches resource parents can benefit from but we do not organize ourself to understand their needs and how to communicate with them. No wonder we hardly get parents to come to school, What are we offering them besides food, games and curriculum they do not understand.

What has worked for me July 24, 2009 7:50 AM Debbie Echternach: As I read each post, thought about the ideas presented and reflected on my years of teaching experience an idea came to mind. There must be developmental stages that teachers go through in dealing with parents. When I first started teaching (eons ago-before NCLB) I viewed parents with the normal fear of a newbee. I felt that they would undo what I was trying to accomplish, they were a type of enemy, I was a professional, parents just didn't understand. Then I became a parent and my views flipped completely. My new mantra was that parenting was the hardest job in the world to do right. So I began opening each fall parent meeting with that statement in some form. I worked to give the parents during that first meeting a sense of the empathy I had for the job they were doing. I shared some of my own parenting stories and emphasized that they are their children's first, best, and most important teacher. As the years flew by faster I added the insight that they are the teacher that will never go away. I let them know my areas of expertise and weakness and how I was willing to help. I emphasized that their rules superseded mine. I built them up. This first meeting became crucial to the relationship I developed with each of my parents. It has helped me set a tone of cooperation and respect. Through the years I have had many of "the parents" and been successful in helping their child. Working with parents is important, they will share their stories, their dreams and their weaknesses if we take the time to find a way to build a relationship with them. We can't change their situation but we can support, validate, encourage, and accommodate them.

Parent Involvement July 24, 2009 10:56 PM Kathleen Dillon-Dowd: I began my teaching career in a cooperative preschool program, continued in the Head Start program, parochial school, and now an elementary teacher in a public school. I believe parents want the best for their children, and don't always know how to become involved. Schools do ask--for field trip chaperones, for cupcakes, for carnivals, etc., and parents do step forward. As the state I live in has reached # 1 in unemployment, I am noticing a decline in the involvement of parents in simpler things, like checking the daily planner, reading notes I send home, making sure homework is done, and I refuse to believe it is a lack of caring. I think life consumes so much energy for people struggling to make ends meet that school is left to the teachers. I do find, however, that most (not all) parents respond favorably to emails, phone calls, and sometimes personal notes. I try to make sure that I let parents know the "good news" about their children, especially if I have had to be the bearer of "sad tidings." This does not mean that parent-teacher relations are always positive. Sometimes, I think, the stress of everyday life causes some parents to snap, especially when I have to tell them that their child is having a difficult time. But honest, open communication, and a welcoming environment go a long way towards improving parent-school relationships.

Involvement does not equal interest July 27, 2009 5:36 PM Kathleen Cooter: Parents ARE interested but their busy lives and responsibilities often preclude what we would label parental involvement activities. It is time for educators to think creatively about how to engage working and harried parents in new and creative ways - using technology, locale changes, shortened and succinct meetings, etc.

Catch-22 July 28, 2009 9:54 AM Marybeth Miller: i appears that we are invloved in a "damned if you do, damned if you don't" situation, and that the reasons for lack of student learning and achievement are complicated by a determination to provide an atmosphere of WORK in our schools. yes, kids ahve always despaired over their sad lot, having to do things are hard...whine whine whine. Adults are supposed to be respponsible enough to inform their children, and I include teachers in this adult group, that hard work is not an insult or beneath folks. Technology has certainly changed the way we live. it doesn't, however, change our biology to the point that learning is not established through the brain. we still need to process information. We still need to read and thoroughly comprehend what we've read. Bloom's taxonomy still requires effort to develop evaluative levels. CNN may endorse experts, People magazine(an oxymoron if ever there was one) may report on celebrities' lives ad nauseam, bloggers may blog, and Twitter tweet, but none of these can replace the active thinking which was once the duty of parents and teachers to instill in their charges. Elememntary school used to be the place where children were taught to think, logically, to read, to solve problems, to learn how to be responsible members of society, and stewards of our planet. Now, the focus is on who has more facts, most of which are useless without accompanying higher order thinking skills. The kid can recite or plagiarize or copy or whine about the batting avereages of overpaid athletes, the cost of a quasi-celebrity's home, the do who lives at the White House . So/ Can the kid make any connection between any of these factoids and support a purpose for their taking up space in the brain? Parents, if you can do a better job than your child's teacher, then do it. Teachers, if you can't do a better job with your students, learn how to do it better, or change careers. kids, accept that life requires effort which can be felt physically and emotionally, and do something you don't like to do without whining. Adults, act like adults. be reponsible for what children learn. Be accountable when they don't. Everybody, suck it up. Grow a pair. Acknowlege our shared lack of perfection. nobody knows everything, or can do everything. We place so much on others, e.g.President Obama, and we forget that he's only a man. Teachers are only people. Parents are people who have chosen, for the most part, to have children. raise them. Children are a huge inconvenience to adults, because they require constant care. Not helicopter supervision. Care. The Parent Handbook does not have a chapter entitled All The Fun You'll Have While Raising A Perfect Child. The Teacher's Manual left out Chapter 22, Every Teacher Is Teacher Of The Year. peace