92% of nation-wide educators surveyed by the U.S.
Department of Education identified strengthening family
members’ roles in student learning as an issue that should
receive the highest priority for public education
policy.
- U.S. Department of Education - 2001
Research has demonstrated that a
student’s home environment has more impact on test scores
than any other factor including school curriculum or student body
characteristics.
- Coleman. J.S. (1996) Equality of Educational Opportunity.
Washington D.C
Parents can be an important resource to schools, if
used wisely. Parents that play advocacy and decision-making roles
in schools contribute significantly to their children’s
success and enhanced self-esteem.
- Weisz, E. (1990) Developing Positive Staff-Parent Partnerships
in High Schools. American Secondary Education
According to national research, when families are
involved in their children’s education, children achieve
higher grades, have better attendance, complete more homework,
better behavior and demonstrate more positive attitude toward
higher education.
- Strong families, strong schools, 1994 U. S. Department of
Education, Washington D.C.
Research results suggest that the benefits of
parent involvement are not confined to early childhood or
elementary grades, but last through high school.
- W. Rioux and N. Berla, Education Week, Jan. 19,
1994
Studies conducted in the state of Maryland showed
that there are significant benefits for middle school and high
School students’ attitudes and grades as a result of
continued school implementation of several types of family
involvement practices.
- Seyong, L. (1994), Family-School Connections and Students’
Education, Doctoral Dissertation, Johns Hopkins
University
Extensive, substantial, and convincing evidence
suggests that parents play a crucial role in both the home and
school environments with respect to facilitating the development of
intelligence, achievement, and competence in their
children.
- Beecher, L. (1984)
There is mounting evidence that parent involvement
facilitates children’s academic achievement. There are also
indications that they do so in relatively complex ways that
interact with family background and social context variables such
as ethnicity, family structure, employment status, socioeconomic
status and gender.
- Schiamberg and Chin, (1986); Milne, (1989); Tocci and Englehard,
(1991); Zimilies and Lee, (1991); Lee and Croniger, (1999).
The amount of
parent involvement is the number one factor people cited as the
reason why some schools are better than
others.
- 1997 Gallup Poll of the Public’s Attitudes Toward Public
Schools
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