Selected Parent Involvement Research

Author: Wherry, J.
Publisher: The Parent Institute
Publication Date: 2003
Full text available online at: http://www.parent-institute.com/educator/resources/research/research.php

Abstract (written by WestEd)

Wherry summarizes research findings about parent involvement contained in The Parent Institute's "Elementary School Parents Making the Difference." This article might be used by a school when developing a parent involvement policy and program, or by a school or district when writing a proposal for project funding.

According to Wherry, research shows the best indicator of a student's achievement is not income or social status, but parents who regularly encourage learning, express high expectations, and become involved in their children's school and community. Parent involvement research documents:

• benefits for students in terms of higher academic achievement, better attendance, fewer special education placements, and higher graduation rates;
  
• benefits for parents in terms of greater confidence in the school and in their own ability to help their children learn, as well as a greater likelihood parents will enroll in continuing education to advance their own schooling; and
  
• benefits for schools in terms of improved teacher morale, higher ratings of teachers by parents, more support from families, and better reputations in the community.

Some findings dispel myths about involvement and interest of low-income parents. For example, teachers "often think that low-income and single parents will not, or cannot, spend as much time helping their children at home as do middle-class parents with more education and leisure time." Both groups of parents are equally effective when teachers help parents to help their children. A school must research the situations and needs of its parents and then explore effective strategies used in successful programs in schools with similar demographics.

Wherry's review of the research also identifies critical elements of successful parent involvement programs. For example, there must be:

• a clear, written policy;
  
• administrative support and training for teachers, parents, and community members;
  
• a partnership approach with two-way communication between the school and parents; and
  
• ongoing evaluation to continually refine the program.