Parents Participation in Education:

Various studies have demonstrated that the greater part of parents are orientated to their children's scholastic advancement, yet there are other people who don't get to be included. There is a question which dependably emerges in the minds of parents, instructors and the school management. "Why would that be a requirement for parents to be included in school life as it is after all the student who goes to the school, and not the parents?" So how do parents participate? National survey data shows that attending school meetings or events is the leading form of parent participation in schools, followed by school fundraising activities. The National Center for Education Statistics’ Parent and Family Involvement in Education Survey for the 2007 National Household Education Surveys Program (Herrold and O’Donnell, 2008) included these conclusions from parent responses:

• 78 percent attended a parent-teacher conference;
• 74 percent attended a class or school event;
• 65 percent participated in school fundraising;
• 86 percent said they had received information about the parents’ expected role at the student’s school;
• 46 percent served as a volunteer on a school committee; and
• 89 percent of those interviewed from January-May 2007 said they had attended at least one school or PTO/PTA meeting since the start of the school year.

Not surprisingly, participation was greater for parents with K-8 students than for those with high school students. At the K-8 level, 92 percent of parents reported attending a school or PTO/PTA meeting compared with 83 percent of parents of high scholars. The gap was even more pronounced in volunteering, which was evident among 52 percent of parents of K-8 students but only 34 percent of parents with high school students. In summarizing findings of this study and others in a major meta-analysis, scholars at the Southwest Educational Development Laboratory (SEDL, 2002) concluded that educators and policymakers should have no pre-conceived notions about parent involvement. “Recognize that all parents, regardless of income, education or cultural background, are involved in their children’s learning and want their children to do well,” SEDL said. It is well understood and researched certainty that when parents include themselves in their children`s education, the positive learning of the students identifies with higher accomplishments. So the more intensively parents are involved in their child’s education, the more beneficial are the accomplishments of the student and this has a greater impact on the child’s education which can be everlasting. The most efficient form of parental participation is that when parents are directly involved in the learning activities. Programs which specifically include parents with their children’s like helping them with their reading, writing, homework, and so forth., while coaching them with the use of materials and guidelines gave by the instructors, indicate especially noteworthy results. However, the area of parental inclusion in day by day instructive exercises has been a standout among-st the most questionable issues. A few parents might want to assume a more dynamic part in this kind of inclusion, whereas most school administrators and teachers exhibit great reluctance to encourage parents to become partners in governance and they assume it an unnecessary interference and hindrance to the smooth functioning of schools. Consequently, it is particularly basic to uproot the misguided judgments parents, school management and teachers may have around one another`s thought processes, states of mind, expectations and capacities. Along these lines, it is vital to make such an environment, to the point that these partners may sit together by keeping in mind students achievements a top need in their perspectives. It is critical for schools to orchestrate discussion programs for parents at all times. They should know that they are not just being drawn closer to impart the weakness of their children and the issues of the school, additionally for the fun and different viewpoints too. To implement this kind of parental participation in education, initially school management and teachers have to convey this messenger to all parents that their participation and abutment makes a greater difference in their children’s performance and the parents doesn’t need to be well educated for the participation, parents just have to involve themselves in the academic progress of their child. If this consolation and participation is proposed at the time when their children first enter the boundaries of the school and making the parents up to date about their children’s development, then it will have an everlasting impact because parents, as well, would have given all the information to the teacher about their children, which will permit them to expand on the state of mind, aptitudes and information accomplished as of now. A research was conducted on this topic about the parental involvement in education of their children that in this study it was found that disregarding the background of the family income, the students which have the parental participation in their education are likely to:

• Earn good grades and excellent test scores and are enlist in higher level programs.
• Pass their classes and promoted and earn credits.
• Regular attendance in the school
• Good in social involvement, show good behavior and behave well at school.

Students of all races and ethnic groups benefit when their parents are involved in their education, according to William H. Jeynes in “Parental Involvement and Student Achievement,” a meta-analysis of parental involvement and student achievement studies conducted as part of the Harvard Family Research Project. The one aspect of parent involvement that has the most impact on student achievement, according to Jeynes, is parental expectations. Students achieve more when their parents expect more. Both students and schools benefit when parents are involved in education. Academic achievement and standardized test results are higher, students have a more positive attitude toward school and their behavior is better. Other benefits include more successful academic programs and schools that are generally more effective. One of the best ways for parents to be involved in education is to communicate regularly with teachers. Think of yourself as the teacher’s partner in managing your child’s education. Monitor your child’s homework and school projects, making them a top priority in his schedule. Another way parents can be involved is to volunteer at the school. All kinds of opportunities exist, such as helping in the classroom, conducting fundraisers and assisting with extracurricular activities. Schools must do their part to encourage parent involvement in education. Key activities include making parents feel welcome at school, involving parents in decision making, and implementing programs to provide information about parenting skills and community resources. Parent engagement matters. Study after study has shown us that student achievement improves when parents play an active role in their children's education, and that good schools become even better schools when parents are involved. It is recognized that parent engagement is a key factor in the enhancement of student achievement and well-being. Students are more likely to be motivated, to earn higher grades, to have better behavior and social skills, and to continue their education to a higher level when their parents are actively engaged in supporting their success at school.

The significance of parental involvement in education has been documented over the years by psychologists and educational theorists and debated by many parents and legislators in the United States. Academic Joyce L. Epstein wrote: "The evidence is clear that parental encouragement, activities and interest at home, and parental participation in schools and classrooms positively influence achievement, even after the students' ability and family socio-economic status are taken into account. “Researchers have consistently found that an active partnership between a child's parents and school can boost the performance of students and improve their life but when it comes to family circumstances, data from the National Center for Education Statistics (1998) found that 72% of schools with low levels of poverty report that the majority of parents attend school open days. This compares to a figure of 28% of parents attending when there are high levels of poverty. Susan Jarmuz-Smith, writing in the National Association of School Psychologists' magazine (2011) cited the work of Christenson, Rounds, and Gorney (1992) who discovered that any amount of parental engagement positively affects children. Jarmuz-Smith believes "that overall, the key to parent involvement is providing meaningful engagement opportunities that offer concrete ways for parents to build knowledge of and the capacity to involve themselves in the educational system. If we ask parents to help, research shows they will." In The Journal of Educational Research (2000) Reuven Feuerstein reported that increased communication from a school naturally increases parent involvement. He explains: "Just the small act of communicating with parents about the needs of the school motivated parents to become involved. " The goal, then, Feuerstein argues, is to provide concrete ways for parents to engage and in return to keep the lines of communication open. In terms of the legal argument for participation, the main laws here are the Elementary and Secondary Education Act (ESEA), the Individuals with Disabilities Education Act (IDEA) and the Family Educational Rights and Privacy Act (FERPA). The ESEA, previously the No Child Left Behind Act (2001) mandates involving parents as partners in education. Professional organizations such as The National Association of School Psychologists' Principles for Professional Ethics also play a key role by stating that school psychologists must aim to "encourage and promote parental participation and respect the wishes of parents," while The National Association for the Education of Young Children stresses the importance of parent involvement and parent-staff communication in its guidelines. Joyce Epstein, director of the Center on School, Family, and Community Partnerships at John Hopkins University, reported in 1997 that there are six different types of parental involvement. These areas include: providing information about student progress and opening up a pathway for parents to communicate with schools; providing information to parents about child development and age-appropriate expectations; encouraging volunteering to fit in with parents' schedules; ideas and strategies on how parents can assist with homework; a two-way connection between community, business and schools, and helping parents to become involved in organizations, committees and school boards. In School, Family, and Community Interaction: A View from the Firing Lines (1994), Cheryl L. Fagnano and Beverly Z. Weber referred to the research of Ann Henderson. Writing in 1987, Henderson conducted an extensive review of parental involvement and found that involving parents in their children's formal education improves achievement and that parental involvement is most effective when it is comprehensive, long lasting and well planned. She also reported that there are "strong effects" from involving parents continuously throughout the school lives of their children in Early Childhood Research & Practice (2008) Hamida Amirali Jinnah and Lynda Henley Walters question the inclusion of parents as they are expected to offer subjective impressions rather than professional opinions or objective observations. Some critics argue that much of the research into parental participation is focused within elementary education and have called for more research in other areas, including middle and high schools. Others in the field believe that as a child grows up parental involvement is less common and therefore becomes difficult to quantify. Since the educational reforms of the late 1980s American parents have played a more active role in governing schools, in receiving information and in gaining the right to state a preference for a specific school. The Goals 2000 Educate America Act vowed to provide resources to states and communities to ensure that all students reach their full potential. The Act stated "every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children." Being involved in the school and your child’s education is just as important today as it was at the beginning of the school year. Below are highlights of research findings on parent involvement in education. The most accurate predictor of a student’s achievement in school is not income or social status, but the extent to which that student’s family is able to:

• create a home environment that encourages learning;
• communicate high, yet reasonable, expectations for their children’s achievement and future careers; and
• become involved in their children’s education at school and in the community.

Student behaviors such as alcohol use, violence, and anti-social behavior decrease as parent involvement increases. Students are more likely to fall behind in academic performance if their parents do not participate in school events, develop a working relationship with their child's educators, or keep up with what is happening in their child's school. The benefits of involving parents are not confined to the early years; there are significant gains at all ages and grade levels. Middle and senior high school students whose parents remain involved make better transitions, maintain the quality of their work, and develop realistic plans for their future. Students whose parents are not involved, on the other hand, are more likely to drop out of school. When parents are involved, students achieve more, regardless of socio-economic status, ethnic/racial background, or the parents’ education level. When parents are involved in their student’s education, those students have higher grades and test scores, better attendance, and complete homework more consistently. When parents are involved, students exhibit more positive attitudes and behavior, increased motivation and better self-esteem. Students whose parents are involved in their lives have higher graduation rates and greater enrollment rates in post-secondary education. Henderson and Berla (1994) reviewed and analyzed eighty-five studies that documented the comprehensive benefits of parent involvement in children's education. This and other studies show that parent involvement activities that are effectively planned and well implemented result in substantial benefits to children, parents, educators, and the school.

Benefits for the Children

• Children tend to achieve more, regardless of ethnic or racial background, socioeconomic status, or parents' education level.
• Children generally achieve better grades, test scores, and attendance.
• Children consistently complete their homework.
• Children have better self-esteem, are more self-disciplined, and show higher aspirations and motivation toward school.
• Children's positive attitude about school often results in improved behavior in school and less suspension for disciplinary reasons.
• Fewer children are being placed in special education and remedial classes.
• Children from diverse cultural backgrounds tend to do better when parents and professionals work together to bridge the gap between the culture at home and the culture in school.
• Junior high and high school students whose parents remain involved usually make better transitions and are less likely to drop out of school.

Benefits for the Parents

• Parents increase their interaction and discussion with their children and are more responsive and sensitive to their children's social, emotional, and intellectual developmental needs.
• Parents are more confident in their parenting and decision-making skills.
• As parents gain more knowledge of child development, there is more use of affection and positive reinforcement and less punishment on their children.
• Parents have a better understanding of the teacher's job and school curriculum.
• When parents are aware of what their children are learning, they are more likely to help when they are requested by teachers to become more involved in their children's learning activities at home.
• Parents' perceptions of the school are improved and there are stronger ties and commitment to the school.
• Parents are more aware of, and become more active regarding, policies that affect their children's education when parents are requested by school to be part of the decision-making team.

Benefits for the Educators

• When schools have a high percentage of involved parents in and out of schools, teachers and principals are more likely to experience higher morale.
• Teachers and principals often earn greater respect for their profession from the parents.
• Consistent parent involvement leads to improved communication and relations between parents, teachers, and administrators.
• Teachers and principals acquire a better understanding of families' cultures and diversity, and they form deeper respect for parents' abilities and time.
• Teachers and principals report an increase in job satisfaction.

Benefits for the School

• Schools that actively involve parents and the community tend to establish better reputations in the community.
• Schools also experience better community support.
• School programs that encourage and involve parents usually do better and have higher quality programs than programs that do not involve parents.

Conclusion:

Parents of all income levels and ethnicity want to be involved in their child’s learning, even if they aren’t often visible at bake sales or PTA meetings. However, schools and parents often have a different understanding of what that involvement should look like. Creating a partnership between schools and parents can have a significant impact on student achievement. One of the best ways to structure that partnership is through involving parents in their children’s homework. While all forms of parent involvement play significant roles in the health of the school and the community, home learning activities are perhaps the wisest investment of school dollars and effort to produce long-lasting academic gains. While such involvement is fairly straightforward in elementary school, it’s also possible later on. At the middle and high school level, school activities that promote the parent’s role in maintaining high expectations for their children benefit students.

Finally, targeted parent involvement to solve a particular problem such as poor attendance or behavior can also be beneficial. And parent involvement should be a support, not a substitute, for the true work of schools: good teaching and learning. But the research is clear: parents want to be involved, and parent involvement can make a difference in student learning. Structuring the partnership between schools and parents is one of the best things school boards can do.

Bibliography:

• Karim, D. (2010, July 11). Parental involvement in education. Dawn. Islamabad.
• Bridget Williams, Joel Williams & Anna Ullman (2002), Parental Involvement in Education.
• Research Spotlight on Parental Involvement in Education (2016)
• Herrold and O’Donnell, (2008), National Center for Education Statistics’ Parent and Family Involvement in Education Survey.
• Chuck Dervarics and Eileen O'Brien (2011), Back to school: How parent involvement affects student achievement
• SEDL - A New Wave of Evidence: Advancing Research, Improving Education
• William H. Jeynes (2005), Parental Involvement and Student Achievement: A Meta-Analysis
• Linda Hinkle (Oct 16, 2013), The Importance of Parent Involvement in Education
• Susan Jarmuz-Smith (2011), National Association of School Psychologists' magazine
• Questia.com (2014), Parental Participation in Education
• Jane D. Hull, Robin Sackmann (2002), At the end of the day, the most overwhelming key to a child's success is the positive involvement of parents.
• G. Olsen, M.L. Fuller (2010), Pearson Allyn Bacon Prentice Hall, The Benefits of Parent Involvement: What Research Has to Say