Children from low-income and racially diverse families have the most to gain when a school involves parents, according to a report compiled by the State Board of Education.
Families and schools need to collaborate to help children adjust to the world of school, especially when they come from different cultural and language backgrounds.
Other studies show that minority and low-income parents are often underrepresented among the ranks of parents involved with the schools. Among the reasons are:
- A lack of time or energy;
- Embarrassment or shyness about one's own educational or linguistic abilities;
- Lack of understanding or information about the structure of the school and accepted communication channels;
- The perception, whether accurate or not, that their presence on campus is not welcome;
- The feeling that teachers and administrators think they're not interested or able to help with their children's schooling.
Parents can make a difference in their children's education, regardless of their own levels of education, according to a study by the Northwest Regional Educational Laboratory.
While parents do not have to be well-educated to help, a bit of training makes it easier. However, too much training can backfire if parents feel overburdened by the time and effort required.
Northwest Laboratory researchers have found that the schools with the most successful parent involvement programs are those that offer a variety of ways for parents to participate. "Recognizing that parents differ greatly in their willingness, ability and available time for involvement in school activities, these schools provide a continuum of options for parent participation."
Parents tend to become less involved as their children grow older for many reasons: schools are bigger and farther than home; the curriculum is more sophisticated; each student has several teachers; parents of older students are likely to be employed; and students are beginning to establish some sense of separation and independence from their parents.
The most effective type of involvement for parents of older children might be monitoring homework; helping students make postsecondary plans; and "standby functions" like regular home-to-school communication about a student's progress and attendance at school-sponsored activities.
The State Board report found that the benefits of parent involvement are not limited to early childhood or the elementary level. "There are continuing positive effects through high school." Parent involvement, it concluded, is most effective when it is comprehensive, supportive, long-lasting and well planned.
