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| References to "parent" involvement may be interpreted broadly to include parents/guardians/legal custodians, the adults who play a primary role in the responsibility for a child’s education and well-being. |
Joyce Epstein, an educational researcher specializing in parent and community involvement in schools, found that "teachers who work with parents tend to have higher expectations of their students, feel more support from the community, and have students who learn better."
| Source: | Effective Schools Research Abstract. Vol. 8, No. 8 |
| Citation: | Taking Stock: The Inventory of Family, Community and School Support for Student Achievement. National Committee for Citizens in Education, 1993. |
"Over 30 years' research has proven beyond dispute the positive connection between parent involvement and student success. Effectively engaging parents and families in the education of their children has the potential to be far more transformational than any other type of education reform."
National PTA Standards for Parent/Family Involvement Programs
| Standard I: | Communicating Communications between home and school is regular, two-way, and meaningful. |
| Standard II: | Parenting Parenting skills are promoted and supported. |
| Standard III: | Student Learning Parents play an integral role in assisting student learning. |
| Standard IV: | Volunteering Parents are welcome in the school, and their support and assistance are sought. |
| Standard V: | School Decision Making and Advocacy Parents are full partners in the decisions that affect children and families. |
| Standard VI: | Collaborating with Community Community resources are used to strengthen schools, families, and student learning. |
| Source: | National PTA. National Standards for Parent/Family Involvement Programs. National PTA, 330 N. Wabash Ave., Suite 2100, Chicago, IL 60611-3690, (1997). |
| Citation: | U.S. Department of Education. A Compact for Learning: An Action Handbook for Family-School-Community Partnerships. U.S.D.E., Washington, D.C. 20202. December, 1997. p. 13 Available for checkout at the Norman Professional Development Center. |
When families are actively involved in their children's education in positive ways, children achieve higher grades and earn better test scores, have better attendance at school, regularly complete more homework, demonstrate more positive attitudes and behavior, graduate at higher rates, and are more likely to enroll in higher education.
Citation:
U. S. Department of Education. Strong Families, Strong Schools: Building Community Partnerships for Learning. U. S. Department of Education, Washington, D. C. 20202, September 1994.
Available for checkout at the Norman Professional Development Center.
Several studies of family involvement in their children's education have shown that what the family does by way of active involvement is more important to student success that either family income or parent education. When families are actively involved in their children's education in positive ways, children achieve higher grades and earn better test scores, have better attendance at school, regularly complete more homework, demonstrate more positive attitudes and behavior, graduate at higher rates, and are more likely to enroll in higher education.
Citation:
U. S. Department of Education. Strong Families, Strong Schools: Building Community Partnerships for Learning. U. S. Department of Education, Washington, D. C. 20202, September 1994.
Available for checkout at the Norman Professional Development Center.
"The closer the parent is to the education of the child, the greater the impact on child development and educational achievement." (Fullan, 1991)
Source:
Effective Schools Research Abstracts, Vol. 8, No. 1 Citation:
Fullan, Michael G. (with Suzanne Stiegelbauer). "The Parent and the Community." Chapter 12, The New Meaning of Educational Change. Teachers College Press, Columbia University, New York, 1991, pp. 227-250.
The positive effects of parent and community involvement in public education have been recognized. One review of the research on the effects of parent involvement on student achievement, The Evidence Continues to Grow, found that in schools with higher levels of parent involvement students had higher grades and test performance, had more positive attitudes, and and long-term growth in academic achievement; the school programs were also more successful and the schools were more effective, particularly for students who are considered "at risk."
| Source: | Effective Schools Research Abstracts, Vol. 8, No. 1 |
| Citation: | Berla, Nancy Jocelyn Garlington, and Anne T. Henderson. Taking Stock: The Inventory of Family, Community and School Support for Student Achievement. National Committee for Citizens in Education, 1993. p. 1 Available for checkout at the Norman Professional Development Center. |
funded by Title V Federal Innovative Programs, U.S. Department of Education; administered by the Oklahoma State Department of Education, Sandy Garrett, State Superintendent; managed by the Norman Public School’s Office of Staff Development, Elaine Fulton Hale, Director Dr. Joe Siano, Superintendent, Norman Public Schools, Norman, Oklahoma.
"Better Education is Everybody’s Business." |