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Parent involvement in a child's early education is consistently found to be positively associated with a

child's academic performance (Hill & Craft, 2003)

Several methods are used to measure child academic performance, including standardized achievement
test scores, teacher ratings of academic performance, and report card grades. Standardized
achievement tests are objective instruments that assess skills and abilities children learn through direct
instruction in a variety of subject areas including reading, mathematics, and writing (Sattler, 2001)

Academic performance was measured by two methods: standardized achievement test scores and
teacher report of academic performance through rating scales. Based on previous research (Gonzalez-
DeHass et al., 2005; Hughes et al., 2005), two possible mechanisms, a child's perception of cognitive
competence as measured by the child's report, and the student-teacher relationship as measured by the
teacher's report, were examined for their ability to mediate the relation between parent involvement
and academic performance. It was predicted that parent involvement would no longer be a significant
predictor of a child's academic performance when the child's cognitive competence and the student-
teacher relationship were accounted for in the analyses.

In the current study, the independent variable was parent involvement and the two dependent variables
were a child's standardized achievement test score and classroom academic performance. The two
potential mediators were the child's perception of cognitive competence and the quality of the student-
teacher relationship. Four regression analyses were performed to test each potential mediator and
variables considered as co-variates were controlled for in all regression equations. A multiple mediation
model was used to examine if both potential mediators jointly reduce the direct effect of parent
involvement on a child's academic performance and to better understand the unique contribution of
each individual mediator when the other mediator is controlled for (Preacher & Hayes, 2006)

According to Minnesota (2007) the higher education performance is depends upon the academic
performance of graduate students. Durden and Ellis quoted Staffolani and Bratti, (2002) who observed
that the measurement of students previous educational outcomes are the most important indicators of
students future achievement; this refers that the higher the previous appearance, the better will the
students academic performance in future endeavors be.

Marquez (2009) also pointed out that a student who is successful in his desired career has good study
habits. In line with this, she stated that students should apply these habits to all of their classes. She also
suggested that the students should not try to study all the subjects in a single period.

In computer science related courses, evidence confirms the importance of parental need analysis, along
with understanding what parents already do with their children and how they are most likely to respond
positively to attempts to engage them further in their childrens learning. (Goodall et al 2010).

Parents involvement has been defined and measured in multiple ways, including activities that parents
engage in at home and at school and positive attitudes parents have towards education. Several studies
found that increased frequency of activities were associated with higher levels of child misbehavior in
the classroom (Schlee, Mullis and Schriner, 2008, Carter and Winsler, 2008; Mehrafza 2004).
(Ferguson, 2008). One conclusion of this study is that regular interaction between parents and teachers
helps students adjust more easily to school and classroom expectations, which can translate into higher
achievement. Also, while attending PTA meetings or participating in parent-teacher conferences are
often expected, Ferguson concludes that districts and schools that target activities and processes to
give families the tools and the information they need to engage effectively in school improvement
create a stronger system of education and provide additional resources for both students and school
systems.

Therefore, it is essential for schools to first identify target areas where there is low student
achievement. After that fundamental action, schools then are well positioned to design workshops,
lending materials, and other activities so that families have information to help their children. Educators
can seek parent input in this process, since they may have useful ideas on strategies that help their
children learn.

Finally, one recent study (Warren, Hong, Rubin and Uy, 2009) also argues that community-based
organizations (CBOs) can play an important role in helping schools engage parents. The researchers
conducted three case studies of urban schools that partnered with CBOs to enhance parent outreach,
concluding that CBOs help schools bridge the cultural and perceived power gap between teachers and
parents.

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.[6] 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.[7] Parental involvement in school, and positive parent-teacher interactions, have also been
found to positively affect teachers self-perception and job satisfaction.

Expectations parents have for their childrens school attainment influence their childrens expectations
and achievement, and early expectations tend to persist throughout the childs school years.[1]
Research has shown that parental expectations for childrens academic achievement predict educational
outcomes more than do other measures of parental involvement, such as attending school events.(Child
Trends Databank. (2015). Parental expectations for their childrens academic attainment.)
A recent review of parent involvement research found that parent-child reading activities produce a
significant improvement in children's language and reading skills from preschool through high school
(Sheldon & Epstein, 2005); another study finds a strong positive effect on student achievement when
parents work with students on homework (Van Voorhis, 2003).

Many schools use workshops and other school-based programs to help parents learn about what goes
on in classrooms. For example, Clara E. Westropp School in Cleveland, Ohio, held monthly family reading
nights. Parents go to the elementary school and read with their children as well as speak with teachers
about reading and reading strategies (Epstein & Salinas, 2004).

The National Network of Partnership Schools at Johns Hopkins University has designed a useful teacher-
parent partnership process called Teachers Involve Parents in Schoolwork (TIPS). TIPS aims to forge a
three-way relationship between teachers, parents, and their children through a creative approach to
homework. Among its goals are encouraging parents and children to talk regularly about schoolwork,
sharing ideas, gathering reactions, interviewing, or otherwise encouraging interaction between student
and family members. TIPS also aims to keep assignments linked to real-life situations and "enable
parents and teachers to frequently communicate about children's work, progress, and problems"
(National Network of Partnership Schools, 2005). Some studies show secondary school homework
assignments that require parent-student interaction predict higher levels of reading achievement
(Sheldon & Epstein, 2005).

A recent report by Herrold and O'Donnel (2008) from the National Center for Education Statistics found
that over 90% of parents of elementary school children reported attending general school meetings, like
those for the PTA/PTO, as well as participating in regularly scheduled parent teacher meetings
throughout the school year. Roughly 80% of parents in the nationally representative sample reported
attending school events and about 60% reported volunteering in the classroom.

Parent involvement typically involves parents behaviors in home and school settings meant to support
their children's educational progress. Measures of parent involvement commonly include the quality
and frequency of communication with teachers as well as participation in school functions and activities
(Dearing, McCartney, Weiss, Kreider, & Simpkins, 2004; Dearing, Kreider, Simpkins, & Weiss, 2006;
Machen, Wilson & Notar, 2004).

Parent involvement also characterizes parents values and attitudes regarding education and the
aspirations they hold for their children (Catsambis, 2001; Englund, Luckner, Whaley, & Egeland, 2004).

A notable exception is a study by Dearing and colleagues (2006) which employed longitudinal data on
parent involvement and reading achievement to examine within- and between-family associations of
parent involvement and literacy across elementary school.
By G. Olsen|M.L. Fuller Pearson Allyn Bacon Prentice Hall

Updated on Jul 20, 2010

Researchers have evidence for the positive effects of parent involvement on children, families, and
school when schools and parents continuously support and encourage the children's learning and
development (Eccles & Harold, 1993; Illinois State Board of Education, 1993). According to Henderson
and Berla (1994), "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: 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.

1. The Importance of Parental Involvement in Your Child's Education

Posted by Juliette Sivertsen on 9/22/15 Parental involvement is often seen as a cornerstone in a child's
education. It can make a considerable difference to your child's school life, both in academic success and
in general enjoyment at school.

2. What Are the Benefits of Parent Involvement in Schools?

by AMY SUTTON Last Updated: Aug 23, 2015 Many schools depend on the help of parents to keep some
school activities and events running smoothly. When parents pitch in to help where they're needed,
everyone involved benefits in one way or another. If you're interested in getting more involved with
your child's education and his school, there are plenty of ways for you to do so.

3. How Does a Lack of Parenting at Home Affect Children's Grades in School?

by SUSAN DIRANIAN Last Updated: Feb 06, 2014 Many teachers believe that a lack of involvement from
parents negatively impacts a child's grades and behavior at school, advises the US Department of
Education Family Involvement Partnership for Learning. Parents who are involved in their child's
education, whether by helping them with their homework or asking them questions about school, and
play an active role in their lives have children who are well-behaved and get good grades

4. Theories on Parental Involvement by DAVID B. RYAN Last Updated: Aug 22, 2015 "Parent
involvement," a term researchers use to describe the interest family takes in a child's education,
is of special interest to educators who encourage parents to help kids at home with homework
and projects. School districts also focus on methods to encourage parents to view the school as
an important part of family life as children grow. Theories on parent involvement explore the
links between family and school interaction and attempt to identify the reasons for high and low
parent participation.
5. The Importance of Parent Involvement in Early Childhood Education by ANDREA PECK Last
Updated: Jun 13, 2017 Parents who are involved in their child's education create a connection
between the home and school. Those who participate along with their child are privy to the
many aspects of their child's day. At home, they are able to replicate and extend activities that
their child experiences in school. An astute parent will pick up where the school left off and have
an intuitive sense for what their child may need to work on to increase his competency and
confidence. Ideas gleaned from the classroom give the parent inspiration for home activities
that coincide with classroom tasks. Involved parents learn the names of various children in their
child's class. They have a sense of who their child's friends are, who may be causing them
trouble and how their own child is getting along in the group.
6. Why Parent Involvement Is Important by JAMES ROLAND Last Updated: Jun 13, 2017 Parental
involvement can take many forms, including helping with homework, coaching youth sports,
leading scout troops, getting to know a child's teachers and friends, and much more. The
specific form is less significant than the involvement itself. According to the Michigan
Department of Education, research consistently shows that children with involved parents tend
to do better in school, stay out of trouble, and avoid drug and alcohol abuse.

. Educational services are often not tangible and are difficult to measure because they result in the
form of transformation of knowledge, life skills and behavior modifications of learners (Tsinidou,
Gerogiannis, & Fitsilis, 2010). So there is no commonly agreed upon definition of quality that is
applied to education field. The definition of quality of education varies from culture to culture
(Michael, 1998). The environment and the personal characteristics of learners play an important role
in their academic success. The school personnel, members of the families and communities provide
help and support to students for the quality of their academic performance. This social assistance
has a crucial role for the accomplishment of

performance goals of students at school (Goddard, 2003). Besides the social structure, parents
involvement in their childs education increases the rate of academic success of their child

(Furstenberg & Hughes, 1995

Krashen (2005) concluded that students whose parents are educated score higher on standardized
tests than those whose parents were not educated. Educated parents can better communicate with
their children regarding the school work, activities and the information being taught at school. They
can better assist their children in their work and participate at school (Fantuzzo & Tighe, 2000;
Trusty, 1999)
Educated parents can provide such an environment that suits best for academic success of their
children. The school authorities can provide counseling and guidance to parents for creating positive
home

environment for improvement in students quality of work (Marzano, 2003). The academic

performance of students heavily depends upon the parental involvement in their academic
activities to attain the higher level of quality in academic success (Barnard, 2004; Henderson, 1988;
Shumox & Lomax, 2001).

Ma. Shiela Escuro (2009) says that, Usage of this gadget can be controllable. Its up to the parents
to teach their child to be responsible on their mobile phones, to ask them to pay-up when their
mobile runs out of money. Or to get some agreement from the mobile companies that automatically
cut-off usage when the child overuses their allowance for the month.

The involvement of parents as teachers to their children play an important role to contribute to a
good performance like in reading development and formation of reading habits of the children
utilizing various stimulating techniques. It is important that theyre most likely prepared with
reading experiences to fell enjoyment, satisfaction, confidence and appreciation of the different
school activities. Parents misconstrue that it is teachers obligation to teach everything to their
children and not theirs. It is more significant if they always find time for their children to read to
make their children become efficient and skilled readers and for them to develop high reading
performance (Dogelio, 2003)

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