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Parent Involvement and Student Achievement
Parental Involvement and Student Academic Achievement
TA administration and staff believe schools are seeing a decrease in parental involvement as students enter high school. Research conducted by the Kentucky Department of Education (KDE) Dropout Prevention Resource Guide (2008) has demonstrated the positive effects of parental involvement in schools.
Parental involvement in the eighth grade had a strong positive effect on the grade point average of 10th graders (Keith, T.Z., Keith, Quirk, Sperduto, Santillo, & Killings, 1998). In contrast, Balen and Moles (1994) and Hurst (2002) suggest when parents have a positive attitude regarding education and demonstrate trust that their children can do well, children perform better in school. However, parental involvement tends to decrease as students become older (p. 3).
Problem Statement
Historical and current studies have investigated the impact of parental involvement and student achievement. Diverse studies have considered how well students perform academically when their parents are involved in their educational process compared to students whose parents are not involved. Sartor and Youniss (2002), in their study about the relationship between positive parental involvement and identity achievement during adolescence, found high parental awareness of adolescent behaviour and parental support would be positively associated with identity achievement. Barber's (1997) study lends support in that the author suggests a theoretical foundation for comprehending the relationship between parenting and adolescent identity development. Furthermore, Barber believes in healthy parent-adolescent relationships; parents provide structure with enough flexibility that adolescents can securely engage in identity exploration.
Of interest to this researcher; however, is a little different than just the direct relationship between student achievement/success and parental involvement as the research seems abundant enough already, but instead an interest in the relationship between parental involvement and the more subjective essence of adolescent aspirations regarding adulthood and the mechanisms of influence that these aspirations have on a student's fight in the future with success.
Wong, Wiest, and Cusick (2002), Eccles and Midgley (1990), Paterson, Field, and Pryer (1994) suggest adolescents' secure parental attachment may allow them to achieve a sense of academic competence, as well as actual school achievement, by providing them with a secure...
One set of researchers, Hill, et al., (2004) aimed to study these mechanisms, but still left room for more rigorous and reliable, empirical design. Thus, this researcher aims to do so.
Purpose of the Research
The purpose of this study would be to address the problem of the lack of research/knowledge about the relationship between child aspirations and student achievement as perceived by the child with emphasis on reliable empirical data. This study has the potential to revitalized education philosophies surrounding at-risk students as categorized by the system. The research challenge is to develop a revitalized approach to education. This is an opportunity to develop the possibility of implementing strategies to empower at-risk students to recognize their own aspirations and succeed on their own. This research study will attempt to answer the following question: How do demographics and student perceptions of themselves, and their future, influence their level of achievement in school? Significant field questions are how have demographics affected the level of student achievement among high school students set to graduate in June 2011, how do student aspirations, according to their own perceptions, affect the level of student achievement among high school students?
Literature Review
For Hill (2004)a longitudinal model was implemented including a variety of socioeconomic factors, including ethnicity, as independent variables to discover their relationship on dependent variables. Socioeconomic status was broken down into related subtopics such as level of parental education and each of these were tested separately (Hill, 2004). The study included the perspectives of related parents, teachers, and adolescents on parent involvement (Hill, 2004).
Hill (et al.) (2004) was designed as parents in selected schools were approached at random during preregistration for Kindergarten and asked if they would participate in the study. A practical problem arose because 15% of children were not preregistered (Hill, 2004). Parents in selected schools were approached by the first day of school by letter or telephone. In this case, 75% of families responded (585 families) with 463 of those families still available for measurement when the students entered 11th grade, a 79% retention rate (Hill, 2004), which is extremely high for a longitudinal study. Different measurements were collected…
On a much larger sample of children (6,400 Americans, 14-18 years old) (Steinberg, 1992) conducted within the same two years that the previous researchers had started their study (1987-1988), Steinberg et al. (1992) found that parental involvement is more likely to promote adolescent school success as long as this academic involvement occurred in the context of an authoritative home environment.
This study was structured so as to examine long-term parenting style, including parental academic involvement with school performance in a sample of high school youth. Nine high schools from Wisconsin and North California were used in this study (Steinberg, 1992). Diversity was achieved as far as possible between different communities, ethnic population, family structures, and socioeconomic status levels. Self-report surveys were filled out by the students on two days of survey administration during the schools years of 1987-1988 and of 1988-1989 (Hill, 2004). In this case, I agree with the emphasis on self-reporting but the analytical framework, again, needs to be much stronger for truly measuring student perceptions as that is where the core of the mechanisms emerges.
The standard active consent form for ethical procedures was not used here since studies have shown that it would screen out individuals with possibly disengaged parents and it was precisely these individuals whom the researchers wished to include. Their procedure, therefore, was to request active consent from adolescents and passive consent from parents
Correlation of Parental Involvement and Academic Achievement History of the Parents' Involvement Growing Public Awareness Research Findings on Procedural Progress The Ongoing Effect Development of Academics under the Perspective of Parental Involvement The Montessori System The Philosophy behind the Educational System Linking Educational Materials to Practical Life Tools The Environment and Students' Achievements in Subjects Factors Affecting Parental Involvement Importance of Parental Involvement Effects of Parental Involvement Benefits of the Effects As educationalists search for ways to improve the modern educational system and to
(Bennet 1996) Negative Factors The Journal of School Health reported in February 2001 that according to the National Education Goals, every child will start school ready to learn. However, this is unfortunately not always the case because families are not ready to deliver that child prepared for school. Specifically, those without proper socioeconomic support will have conditions outside of the classroom that will lead to an increased chance for academic failure.
parental involvement and student academic success. The proposal examines previously published literature on the subject and then proposes a study to further examine the impact of parental involvement on the academic success of students. The writer explores several possible methods of study and chooses one most appropriate to the study being proposed and provides definitions and terms so that the reader has access to a full understanding of the
In this way, researchers can control for the effects of socioeconomic status and better extricate the true relationship between parental involvement and academic achievement (Fan & Chen, 2001). Though the Smith (2006) study seeks in increase parental involvement in the school, it fails to connect the influence increased parental involvement had on had on the academic achievement of the students. The study would be of greater value had if there
Types of Parental Involvement and Support that Boost Young Children’s Academic Performance Introduction That there is a link between parental support and involvement and students performance is almost incontrovertible. Many studies agree to this and statistical data reveals that most researchers have the same thoughts on the matter (Jeynes, 2015; Wilder, 2013). However, it is not clear as to which kinds of parental involvement and support are effective for which ages and
Studies also confirm that parental involvement may benefit not only students but also parents and communities. Parents who are more involved in their children's academic life are more likely to report positive perceptions of school and their children's achievements and more likely to participate in community events and activities. More and more researchers are adapting their views and emphasizing the need for increasing parental involvement at all levels of education.