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Study Argues Parental Involvement Is Overrated

TOPICS | Parenting | Education Posted Tuesday, April 15, 2014 (447 views)

Here is an interesting little article from the New York Times Op-Ed section. This piece argues that parental involvement may not be that important. But later concedes that it is important for parents to set expectations and check in with kids. Fun little discussion today - How much should parents be engaged in their children's education?

REPUBLISHED FROM THE NEW YORK TIMES

Most people, asked whether parental involvement benefits children academically, would say, “of course it does.” But evidence from our research suggests otherwise. In fact, most forms of parental involvement, like observing a child’s class, contacting a school about a child’s behavior, helping to decide a child’s high school courses, or helping a child with homework, do not improve student achievement. In some cases, they actually hinder it.

Over the past few years, we conducted an extensive study of whether the depth of parental engagement in children’s academic lives improved their test scores and grades. We pursued this question because we noticed that while policy makers were convinced that parental involvement positively affected children’s schooling outcomes, academic studies were much more inconclusive.

Despite this, increasing parental involvement has been one of the focal points of both President George W. Bush’s No Child Left Behind Act and President Obama’s Race to the Top. Both programs promote parental engagement as one remedy for persistent socioeconomic and racial achievement gaps.

We analyzed longitudinal surveys of American families that spanned three decades (from the 1980s to the 2000s) and obtained demographic information on race and ethnicity, socioeconomic status, the academic outcomes of children in elementary, middle and high school, as well as information about the level of parental engagement in 63 different forms.

What did we find? One group of parents, including blacks and Hispanics, as well as some Asians (like Cambodians, Vietnamese and Pacific Islanders), appeared quite similar to a second group, made up of white parents and other Asians (like Chinese, Koreans and Indians) in the frequency of their involvement. A common reason given for why the children of the first group performed worse academically on average was that their parents did not value education to the same extent. But our research shows that these parents tried to help their children in school just as much as the parents in the second group.

Even the notion that kids do better in school when their parents are involved does not stack up. After comparing the average achievement of children whose parents regularly engage in each form of parental involvement to that of their counterparts whose parents do not, we found that most forms of parental involvement yielded no benefit to children’s test scores or grades, regardless of racial or ethnic background or socioeconomic standing.

In fact, there were more instances in which children had higher levels of achievement when their parents were less involved than there were among those whose parents were more involved. Even more counterintuitively: When involvement does seem to matter, the consequences for children’s achievement are more often negative than positive.

When involvement did benefit kids academically, it depended on which behavior parents were engaging in, which academic outcome was examined, the grade level of the child, the racial and ethnic background of the family and its socioeconomic standing. For example, regularly discussing school experiences with your child seems to positively affect the reading and math test scores of Hispanic children, to negatively affect test scores in reading for black children, and to negatively affect test scores in both reading and math for white children (but only during elementary school). Regularly reading to elementary school children appears to benefit reading achievement for white and Hispanic children but it is associated with lower reading achievement for black children. Policy makers should not advocate a one-size-fits-all model of parental involvement.

What about when parents work directly with their children on learning activities at home? When we examined whether regular help with homework had a positive impact on children’s academic performance, we were quite startled by what we found. Regardless of a family’s social class, racial or ethnic background, or a child’s grade level, consistent homework help almost never improved test scores or grades. Most parents appear to be ineffective at helping their children with homework. Even more surprising to us was that when parents regularly helped with homework, kids usually performed worse. One interesting exception: The group of Asians that included Chinese, Korean and Indian children appeared to benefit from regular help with homework, but this benefit was limited to the grades they got during adolescence; it did not affect their test scores.

Our findings also suggest that the idea that parental involvement will address one of the most salient and intractable issues in education, racial and ethnic achievement gaps, is not supported by the evidence. This is because our analyses show that most parental behavior has no benefit on academic performance. While there are some forms of parental involvement that do appear to have a positive impact on children academically, we find at least as many instances in which more frequent involvement is related to lower academic performance.

As it turns out, the list of what generally works is short: expecting your child to go to college, discussing activities children engage in at school (despite the complications we mentioned above), and requesting a particular teacher for your child.

Do our findings suggest that parents are not important for children’s academic success? Our answer is no. We believe that parents are critical for how well children perform in school, just not in the conventional ways that our society has been promoting. The essential ingredient is for parents to communicate the value of schooling, a message that parents should be sending early in their children’s lives and that needs to be reinforced over time. But this message does not need to be communicated through conventional behavior, like attending PTA meetings or checking in with teachers.

When the federal government issues mandates on the implementation of programs that increase parental involvement, schools often encourage parents to spend more time volunteering, to attend school events, to help their children with homework and so forth. There is a strong sentiment in this country that parents matter in every respect relating to their children’s academic success, but we need to let go of this sentiment and begin to pay attention to what the evidence is telling us.

Conventional wisdom holds that since there is no harm in having an involved parent, why shouldn’t we suggest as many ways as possible for parents to participate in school? This conventional wisdom is flawed. Schools should move away from giving the blanket message to parents that they need to be more involved and begin to focus instead on helping parents find specific, creative ways to communicate the value of schooling, tailored to a child’s age. Future research should investigate how parental involvement can be made more effective, but until then, parents who have been less involved or who feel uncertain about how they should be involved should not be stigmatized.

What should parents do? They should set the stage and then leave it.




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Content courtesy of KEITH ROBINSON and ANGEL L. HARRIS

The PLAY blog is a platform dedicated to honest, engaged, informed, intelligent and open conversation about parenting. However, the opinions expressed on this site are those of individual parents/writers and do not necessarily reflect the views of Fat Brain Toys. In addition, content provided on this site is for entertainment or informational purposes only and should not be construed as medical advice, diagnosis, treatment, or safety advice.

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