The Research

Family involvement refers to activities families engage in to support their children’s education (Drake, 2000). When families become involved in their children’s education, students, schools, and communities all benefit because strong home-school partnerships help all stakeholders focus on the real issue of high student achievement (Caplan, 2000).  

Family Involvement

As Blazer (2005) points out, research shows that “meaningful family involvement is a powerful predictor of high student achievement. Students attain more educational success when schools and families work together to motivate, socialize, and educate students (Caplan, 2000). Students whose families are involved in their education typically receive higher grades and test scores, complete more homework, have better attendance, and exhibit more positive attitudes and behaviors. Children of involved families also graduate at higher rates and are more likely to enroll in postsecondary education programs (Riggins-Newby, 2004; Norton, 2003; Caplan, 2000; Binkley et al., 1998; Funkhouse and Gonzalez, 1997). Henderson (1987) found that the academic benefits gained from family involvement with elementary school students continued through the middle and senior high school levels. Furthermore, studies have observed these positive outcomes regardless of students’ ethnic or racial background or socioeconomic status, noting that students at risk of failure have the most to gain when schools involve families (Caplan, 2000; Funkhouse and Gonzalez, 1997; Henderson, 1987).” (p. 1).

What Works Best?

All is not that simple when it comes to parent involvement. While the literature linking parent involvement to student achievement is extensive, according to Desimone (1999), researchers do not have a totally clear understanding of how patterns and effects of parental involvement differ across racial and ethnic cultures.  Chavkin (1993) states that several studies reported that low-income, minority parents often have different beliefs about parents’ roles in school involvement. Therefore, an understanding of cross-cultural and cross-area issues is important as we proceed.

In examining the success of family involvement initiatives, Blazer (2005) draws on researchers who advocate that all types of family involvement are effective in raising students’ levels of achievement. Some studies have found that parents’ involvement in different roles over time has the greatest impact on students’ academic success (Caplan, 2000). Family participation in well-designed at-home activities has also been found to have an especially strong positive effect on student achievement (Epstein and Jansorn, 2004). There are numerous ways families can become involved in children’s education. The following types of family involvement have been published by the National PTA as National Standards for Parent/Family Involvement Programs (Epstein and Jansorn, 2004) which argues that involvement programs should include activities from all six areas of involvement.

• Parent education
• Communication between schools and families
• Volunteer opportunities
• At-home learning activities
• Decision-making opportunities
• Collaborating with the community

Barriers to Family Involvement

Further research shows that numerous barriers to involvement exist for both schools and families. Some barriers are created by limited resources, while others originate from the beliefs, perceptions and attitudes of families and school staff (Liontos, 1992). The most common barriers to family involvement include:

• Lack of teacher time.
• Teachers’ misperceptions of parents’ abilities.
• Lack of understanding of parents’ communication styles.
• Limited family resources, such as transportation and child care.
• Parents’ lack of comfort at the school.
• Tension in relationships between parents and teachers.
• Mobility.
• Lack of vested interest.
• Difficulties of involvement in the upper grades. (Jones, 2001; Baker, 2000; Caplan, 2000; American Association of School Administrators, 1998; Liontos, 1992).

Additionally, Drake (2000) suggests that family involvement programs are often not fully implemented for the following reasons:

• School staff had not been trained to work with families.
• Administrators and teachers worried that increased family involvement would add to their already busy schedules.
• Educators were concerned that closer relationships with families would mean giving up power and decision-making.
• Families were not sure how far they could go in making suggestions or asking questions; they worried that children would be punished for their parents’ actions by a teacher or principal who was annoyed or threatened by the parent.

Successful Strategies

On the subject of successful strategies to parent involvement programs, Blazer (2005), drawing from research by Funkhouse and Gonzalez, highlights some effective practices:

• Start with a needs assessment.
• Tailor programs to schools’ specific needs.
• Clarify how parents can be involved in their children’s education.
• Foster a climate of mutual respect and trust.
• Be respectful of diversity.
• Welcome families into the school.
• Engage in two-way, regular communication with families.

Family Predictors

Popular belief in the importance of parental involvement seems to transcend some of the conflicting research.  According to Helco (1997), parental involvement is consistent with the long-held belief in this country that primary responsibility for the well-being of children lies with parents. The findings of the Metropolitan Life Survey of the American Teacher (Amorosi, Binns, & Steinberg, 1998) suggest that teachers, parents and students believe there are more opportunities today than even a decade before for parental involvement in education.  Although the survey noted differences in perception between urban and rural teachers on the issue of how much parents were involved in school, both urban and rural teachers saw parental involvement at school and at home as the key for student success.

In a 1995 report edited by Henderson and Beria, 66 studies, reviews, reports, analyses and books were reviewed.  The editors concluded that the most accurate predictor of student achievement in school is the family’s ability to (a) create a home environment for learning, (b) have high expectations and (c) become involved in their children’s education.

Involvement in the Secondary School

Parental involvement at middle school brings another layer of challenge to the home-school relationship.  When children reach middle-school age, according to Baker (2000), parents and children begin to renegotiate the degree of involvement and control parents have over children’s lives; children begin to develop their sense of autonomy.   Parents surveyed in Baker’s research project, “Parent as School Partners,” noted this difficult time period.  Baker found changes not only in parent/child roles but also in the ability of parents to understand the subject matter and student academic work.  Thus, at this age it becomes increasingly difficult for parents to stay connected to their children.

Parent Contacts

The research identifies certain types of parental involvement and specific strategies as effective in supporting student learning.  According to Feuerstein (2000), increasing the number of contacts between the school and the parent does appear to stimulate parent volunteerism.  He also noted that parent communication with school and parent participation in a PTO/PTA can be influenced by schools. Bourdieu’s 1990 study found that increased school-initiated contact resulted in reciprocal parent contacts.  Thus, enhanced school contacts with parents should increase the parents’ contacts with school.  Creating opportunities to engage parents to a greater degree in school can increase their involvement in the school’s organizational structure.

According to the literature, parental involvement can foster gains in student achievement and attendance.  Henderson and Mapp (2002) state that students with involved parents, no matter the socio-economic level or background, are more likely to:

• earn higher grades
• be promoted, pass their classes and earn credits
• attend school regularly
• have better social skills, show improved behavior and adapt well in school
• and graduate high school and go on to college.

Key Practices of High Performing Schools

Numerous studies, including Collins, A., J. L., & Whitmore, E. (1995); Henderson, T. A., Mapp, Karen L. (2002); and Epstein, J. L., & Van Voorhis, F. L. (2001), support the idea of engaging families to improve student education and performance.  Teacher outreach to parents relates significantly to strong and consistent gains in student performance in both reading and mathematics.  It is also well established that high-performing schools that engage family and community share key practices, such as:

• building trusting, collaborative relationships among teachers, families and community members
• respecting family needs as well as ethnic and cultural differences
• and embracing a philosophy of partnership in which all stakeholders share power and responsibility.

Demographic Factors in Miami-Dade County that Affect Involvement

Miami-Dade County Public Schools (M-DCPS) serves a large multicultural clientele that mirrors the socio-economic realities of the wider community.  Recent demographic information released by the National Council of PTAs points to the specific needs of the children who attend M-DCPS.  Miami-Dade County has the second-largest Hispanic population in the United States (1,291,737) and the eighth-largest percentage of African-Americans* in Florida (457,214).  Recent census (2001) figures reflected in the following graphs illustrate the multicultural diversity of Miami-Dade County. (*self identified)

These data provide a starting point to identify the factors that limit or prohibit many parents from being actively involved in their children’s education.  The 21 st Century challenge focuses on parents working with schools and the community in a way that benefits the home, school and especially the child.  Environmental, social, and economic factors can impact the success of parent involvement and student achievement.

Programs serving parents and families must reflect awareness of and sensitivity to the diversity in our society.  Not only are programs called upon to serve culturally diverse populations but also to offer the structure and support for families that are continually changing.  The national trend in the parental involvement movement is increasingly shifting parent and community involvement strategies from the traditional approach.  Germane to the new thought process is the focus on honing low-income families’ power and political skills to hold schools accountable for results.

Traditional parental involvement concerns were spaghetti dinners, bake sales, dances and other fund-raising activities.  Increasingly, the agenda now includes such items as:

• upgrading school facilities
• improving school leadership and staffing
• demanding more challenging courses
• improving curriculum and instructional resources
• and controlling (to a degree) and monitoring the spending of school funds.

The Parent Academy Efforts

The Parent Academy can be the catalyst for developing a vibrant, involved and educated parent citizenry.  Some of the courses or seminars offered by The Parent Academy will address such topics as poverty, inadequate learning opportunities for children and families, exposure to drugs and alcohol, domestic violence, dysfunctional families, inadequate health care and unsafe neighborhoods and helping parents to make choices to improve the quality of their lives and those of their children.

Increasingly, schools and school districts are establishing family and school partnerships. With The Parent Academy, M-DCPS will take such partnerships to a new level locally and nationally.  The Academy’s success will hinge on parents’ receptiveness and eagerness to get involved in their children’s schools and on the Academy’s ability to motivate parents.

A National Household Education Surveys (1996) gives reason to hope, but also shows room for improvement:

• 81.5% of public K-8 schools reported that they provided information to parents about child or adolescent development.
• 72% of parents reported that their child’s school helped them understand what children of their child’s age are like.

The current national mandate to reform secondary education, according to Bowie (2005), will undoubtedly require input from parents.  The thrust for more rigorous and challenging courses in high schools to encourage more students to enter college will definitely impact M-DCPS students.  Affording parents opportunities, such as The Parent Academy, to learn more about helping their children, to learn more about the school system and to learn how to access and use system resources will surely support efforts needed to urban education.

In Summary

Family involvement is a strong predictor of high student achievement. Students whose families are involved in their education typically receive higher grades and test scores, complete more homework, have better attendance and exhibit more positive attitudes and behaviors. Families can become involved in children’s education in many ways, including volunteering in the classroom and on field trips, attending school activities and events and engaging in at-home learning activities.

Barriers do exist for both families and school staff, such as limited time and resources, and shared misconceptions. Successful home-school partnerships increase involvement. Successful strategies include fostering a climate of respect and trust, communicating regularly, providing training for both families and school staff and being respectful of diversity.

References

Achieve, Inc. The Expectations Gap: A 50-State Review of High School Graduation Requirements, Washington, D.C., 2004.

Amorosi, S., Binns, K., & Steinberg, A.. (1998). Metropolitan Life Survey of the American Teacher: Building family and school partnerships-- --Views of teachers and students. New York: Louis Harris and Associates.

Baker, A. J. (2000). Parent involvement for the middle level years: Recommendations for schools. Schools in the Middle, 9 (9), 26-30.

Blazer, Christie. (2005). Literature Review on Family Involvement: The Home-School Partnership.

Bowie , L. U.S. Education Chief Urges Making High School Courses More Rigorous, Baltimore Sun, March 15, 2005.

Bourdieu, P. (1990). In other words: Essays towards a reflexive sociology (M. Adamson, Trans.). Stanford, CA: Stanford University Press.

Caplan, J.G. (200). Building Strong Family-School Partnerships to Support High Student Achievement. The Informed Educator Series. Arlington, VA: Educational Research Service.

Chavkin, N. F. (1993). Families and schools in a pluralistic society. Albany: State University of New York Press.

Collins, A., Cooper, J.L., & Whitmore, E. (1995, August 31). Enhancing local involvement in education through quality leadership. Total Quality Leadership for Learning Project. (Cross Case Analysis, p.3). [Report and Recommendations].

Desimone, L. (1999). Linking parent involvement with student achievement: Do race and income matter? Journal of Educational Research, 93 (1), 11-30.

Devaney, B. L., Ellwood, M. R., & Love, J. M. (1997). Programs that mitigate the effects of poverty on children. The Future of Children, 43, 23-31.

Drake, D.D. (2000). Parents and Families as Partners in the Education Process: Collaboration for the Success of Students in Public Schools [Electric version]. ERS Spectrum, 18 (2), 34-39.

Epstein, J. L. (1990). School and family connection: Theory, research, and implication for integrating sociology of education and family. Marriage & Family Review, 12, 99-126.

Esptein, J., & Lee, S. (1995). National patterns of school and family connections in the middle grades. In B. Ryan, T. Adams, R. Gullotta, G. Weissberg, & R. Hampton (Eds.), The family-school connection: Theory, research and practice (pp. 108-154). Thousand Oaks, CA. Sage.

Epstein, J.L., Simon, B.S., and Salinas, K.C. (1997) Involving Parents in homework in the middle grades. Research Bulletin No. 18 http:// www.pdkintl.org/edres/ resbul18.htm.)

Epstein, J. L., & Van Voorhis, F. L. (2001). More than minutes: Teacher’s roles in designing homework. Educational Psychologist, 36(3), 181-193.

Funkhouse, J.E., and Gonzalez, M. R. (1007). Family Involvement in Children’s Education – An Idea Book. Washington, D.C.: Government Printing Office.

Guillory, John, 91995) Cultural Capital The University of Chicago Press Chicago 60637.

Helco, H. H. 91997). Values underpinning poverty programs for children. The Future of Children, 7, 141-148.

Henderson, A. T. (1987). The Evidence Continues To Grow: Parent Involvement Improves Students. Columbia, MD: National Committee for Citizens Education.

Henderson, A. T., Berla, N. (1995). The family is critical to student achievement. Washington, DC: Center for Law and Education.

Henderson , T.A. and Mapp, Karen L. (2002). A New Wave of Evidence – The Impact of School, Family and Community Connections on Student Achievement, southwest Educational Laboratory.

Hoover-Dempsey, K. V., Bassler, O. C., & Burow, R. (1995). Parents’ reported involvement in students’ homework: Strategies and practices. Elementary School Journal, 95, 435-450.

Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M. T., Reed, R. P., DeJong, J. M., & Jones, K. P. (2001). Parental involvement in homework. Educational Psychologist, 36, 195-210

McCaleb, S. P. (1994). Building communities of learners: collaboration among teachers, students, families & communities. New York: St. Martin’s Press.

Riggins-Newby, C. G. (2004). Developing successful Partnership Programs. Principal, 83, 10-15.

Romanik, Dale (2005) Need for Secondary School Reform Information Capsole, Research Services. M-DCPS

Sui-Chu, E. H., & Willms, J. D. (1996). Effects of parent involvement on eighth-grade achievement. Sociology of Education, 69 (2), 125-141.

Websites

National Institute for Literacy – http://www.nifl.gov/nifl/facts NHEL.htm

Project Appleseed Leave No Parent Behind – www.projectappleseed.org

Seventy-Five Ideas to Build Parent Involvement and Support From the pages of Educator’s Notebook – Family Involvement – http://www.par-inst.com/educator/resources 75-ideas/75-ideas.php

Parental Involvement in Homework – Harvard Family Research Project – hfrp@gse.harvard.edu

Literature Review

Literature Review on Family Involvement: The Home-School Partnership (2005), Miami-Dade County Public Schools’ Research Services.