Students with parents who are involved in their school tend to have fewer behavioral problems and better academic performance, and are more likely to complete high school than students whose parents are not involved in their school. Positive effects of parental involvement have been demonstrated at both the elementary and secondary levels across several studies, with the largest effects often occurring at the elementary level.,, A recent meta-analysis showed that parental involvement in school life was more strongly associated with high academic performance for middle schoolers than helping with homework. Involvement allows parents to monitor school and classroom activities, and to coordinate their efforts with teachers to encourage acceptable classroom behavior and ensure that the child completes schoolwork. Teachers of students with highly involved parents tend to give greater attention to those students, and they are more likely to identify at earlier stages problems that might inhibit student learning. Parental involvement in school, and positive parent-teacher interactions, have also been found to positively affect teachers’ self-perception and job satisfaction. Research shows that students perform better in school if their fathers as well as their mothers are involved, regardless of whether the father lives with the student or not., Parental involvement in school, as measured by attendance at a general meeting, a meeting with a teacher, or a school event, or by volunteering or serving on a committee, rose significantly between 19, but fell on most measures in 2012.In 2007, 89 percent of students in kindergarten through twelfth grade had parents who attended a general meeting, compared with 78 percent in 1999. Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement.
In 2012, the proportion who attended a scheduled meeting had fallen to 76 percent, and the proportion who volunteered or served on a committee had fallen to 42 percent. (Figure 1) Parents are most likely to attend school meetings and events or to volunteer in their child’s school when their children are in primary school. School structural characteristics, student effort, peer associations, and parental involvement: The influence of school- and individual-level factors on academic achievement.(2), 179-204. In 2012, more than 90 percent of students in kindergarten through fifth grade had a parent who attended a meeting with their teachers, compared with 87 percent of middle-school students, and 79 percent of ninth- through twelfth-grade students. Data for 2012: Noel, A., Stark, P., Redford, J., & Zukerberg, A. Estimates from 2012 are from questions asked to parents about the 2011-2012 school year. In the same year, 89 percent, each, of students in kindergarten through second grade, and students in third through fifth grade, had a parent who attended a scheduled meeting with a teacher, compared with 71 percent of students in middle school and 57 percent of students in high school. Note: Since the focus of this report is on how students’ parents interact with schools, homeschoolers are excluded from all of the analyses. Among students in kindergarten through second grade, 56 percent had parents who volunteered or served on a committee, compared with 51 percent of students in third through fifth grade, 32 percent of students in sixth through eighth grade, and 28 percent of students in ninth through twelfth grade. Source: Noel, A., Stark, P., Redford, J., & Zukerberg, A.
Attendance at school or class events, however, peaked with older elementary school students. pubid=2005043; Data for 2007: Parent and Family Involvement in Education, 2006–07 School Year, From the National Household Education Surveys Program of 2007 (NCES 2008-050).
(Appendix 2) Hispanic and black students were less likely than white students to have parents who attended general meetings or school events, or who volunteered their time. National Center for Education Statistics, Institute of Education Sciences, U.
In 2012, 85 percent of black, and 86 percent of Hispanic students had parents who attended a general meeting, compared with 89 percent of white students.
Sixty-eight percent of black, and 64 percent of Hispanic students had a parent who attended school events, while 82 percent of white students had a parent who had done so.
Thirty-two percent of Hispanic students and 31 percent of black students had a parent who volunteered their time, compared with 50 percent of white students. pubid=2001072 National Household Education Surveys (NHES): Parent and Family Involvement in Education Includes Asian and Pacific Islanders in 19. Department of Education, National Center for Education Statistics, The Condition of Education 2001, NCES 2001–072, Washington, DC. Department of Education, National Center for Education Statistics.
(Appendix 1) Parents with higher levels of education are more likely to be involved in their children’s schools. Note: Since the focus of this report is on how students' parents interact with schools, homeschoolers are excluded from all of the analyses. Table 54-1; Data for 2003: Parent and Family Involvement in Education: 2002–03 (NCES 2005–043).