Increasing Parent/Family Involvement

What the Research Says

by Nancy Fahner, Consultant, Ingham Intermediate School District

Over the years, research studies have consistently demonstrated that parent/family involvement is the most accurate predictor of student achievement in school, regardless of socioeconomic status, ethnic/racial background or the parents’ education level. (Epstein 1991, Henderson and Berla 1994, Coleman 1996.)

The No Child Left Behind Act (NCLB) also lends more support to parent/family involvement and the rights of parents than previous versions of the Elementary and Secondary Education Act. The NCLB expanded roles for parental involvement are aligned with the National Standards for Parent and Family Involvement. These standards are voluntary guidelines that were developed by Dr. Joyce Epstein of the Center on School, Family and Community Partnership at John Hopkins University. They were adapted by the National PTA in 1997 and include the following six standards:

• Communication—Communication between home and school is regular, two-way, and meaningful.
• Parenting—Parenting skills are promoted and supported.
• Volunteering—Parents are welcome in the school and schools seek their support and assistance.
• Student Learning at Home—Parents play an integral role in assisting student learning.
• School Decision-Making and Advocacy—Parents are full partners in the
  decisions that affect children and families.
• Collaboration with the Community—Community Resources are used to strengthen schools, families, and student learning.

Dr. Epstein’s current work with the standards through the National Network of Partnership Schools provides examples of how schools can use these standards to increase student achievement for all students within specific goal areas. For example, a goal for increasing elementary math skills could use the standards in the following way:

• Communication—Parent workshop offered to share the new Grade Level Content Expectations in math and how the math skills are taught to students.
• Parenting—Regular articles on establishing a love for math and interesting math topics and skills provided in school newsletters and on the school Web page.
• Volunteering—Math tutors, under the guidance of classroom teachers assist students with math skill development.
• Student Learning at Home—Regular math homework assignments involve family participation and authentic math tasks that help students see the connection between math and the real world.
• Decision Making & Advocacy—Parent advisory board members participate in the research, review, and selection of math support materials to enhance the curriculum.
• Collaboration with the Community— Business and community members fund and help staff after-school math enrichment programs that are available to all students.

The National Standards for Parent/Family Involvement serve as a helpful framework that can provide a variety of specific approaches that teachers, administrators, and the community as a whole can use to engage parents and community members. Just as students benefit from differentiated instruction that addresses individual needs and personalities, parents too, need a variety of options by which they can engage with schools to best support their children.

For more information, contact: Nancy M. Fahner, Consultant, Ingham Intermediate School District, 2630 W. Howell Rd., Mason, MI 48854, (517) 244-1225, nfahner@inghamisd.org.

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