A r c h i v e d I n f o r m a t i o n

Challenging the Status Quo: The Education Record 1993-2000 - May 2000

4 Increasing Parental Involvement

Thirty years of research shows that family involvement significantly increases students? academic achievement. Indeed, parental involvement in their children?s learning is a better predictor of academic achievement than parents? socioeconomic status or educational level.^[14] Fortunately, parents are playing a more active role in their children?s education than ever before:

In 1996, 83 percent of children ages three to five were read to three or more times a week by a parent or family member—a five percentage point increase from 1993.^[15]

In 1996, parents of more than 80 percent of students reported attending a general meeting or a scheduled conference with their child?s teacher. This figure is consistent across income levels.^[16]

In 1998, 57 percent of parents reported volunteering to chaperone a class trip or party, 44 percent of parents helped with school events, and 38 percent of parents volunteered to help supervise and guide children in after-school activities.^[17]

Also in 1998, 74 percent of parents said they were more involved in their child?s education than their own parents were. Indeed, parents seem more eager to be involved now than in previous years: Over 70 percent wished they could be doing more, compared to 40 percent in 1993.^[18]

PARTNERSHIP FOR FAMILY INVOLVEMENT IN EDUCATION

The Partnership challenges schools, churches, local non-profits, businesses, and unions to collaborate in creative ways to involve families and other community members in helping children learn to high standards. Last year, teacher unions and parent organizations developed a compact disc on Teacher Preparation for Family Involvement. A national teleconference —"Fathers Matter!"—spotlighted the need for fathers' involvement in children's education. And religious leaders contributed to a guidebook for faith communities working in public schools.

The Administration has emphasized parental involvement by building partnerships, providing funding, and instituting internal reforms. Initiated by the Administration in 1994, the Partnership for Family Involvement in Education, which has grown from 35 organizations to over 6,000, supports four nationwide activities: improving reading in the early grades through the America Reads Challenge and the Compact for Reading initiative; encouraging greater outreach to families as children go back to school; helping middle and high school students and their families think early about college; and providing extended learning opportunities to children through after-school and summer school programs. At the grassroots level, the Partnership enables families to develop effective strategies for getting involved in their children?s education, to benefit from family-friendly business policies, and to receive help from educators. The Partnership also helps link educators with best practices and promising ideas for reaching out to parents and building relationships with employers and religious, cultural, and community groups. In coordination with the Partnership, the Vice President has annually held the Families Reunion Conference to analyze contemporary issues and find solutions regarding parental involvement. Together with Secretary Riley, he has helped launch an effort to prepare teachers and principals to be more effective in their communities and schools.

The most promising approach to improving our schools may be the oldest and most obvious: getting families more involved in their children's education?. I challenge teachers to reach out to parents and families and make them welcome partners in your classrooms and schools. I challenge school principals and administrators to make it known to parents and teachers alike that your school places the highest possible priority on family involvement?. I challenge employers to establish family-friendly policies that encourage employees to become involved in their children's schools. I challenge families to tell your children and their teachers that you want to be actively involved, show up at your children's activities, and talk with your children about their work and activities each evening.

Vice President Gore
November 1997

After-school programs at 21st Century Community Learning Centers also provide a major vehicle for parents to get involved. Successful projects engage parents in orientation sessions, workshops, volunteer opportunities, parent advisory committees, and a wide range of adult learning opportunities, such as parenting education, computer training, and English literacy classes. Indeed, because the educational achievement of parents strongly influences their children?s cognitive development, literacy acquisition, and motivation to succeed in school, the Administration has nearly doubled funding for adult education between 1993 and 2000, and it has expanded funding for family literacy programs under Even Start from $102 million in 1996 to $150 million in 2000. In addition, Goals 2000 funds support Parent Information Resource Centers in every State and territory, and the Administration has increased support for parent information centers for families of children with disabilities. The Administration is also helping low-income students and their families prepare early for college.

INVOLVING PARENTS AFTER SCHOOL

Carr Creek Family Resource and Youth Service Center in Knott County, Kentucky has been operating its after-school program for seven years. With community support from local agencies and businesses, 62 parent volunteers and nine welfare-to-work employees are actively engaged in providing quality after-school enrichment activities to over 85 children and their families. The after-school program offers a diverse menu of activities-from homework help, job-sharing with community adults, and hands-on science projects to sewing, drama, music lessons, and sports activities. The program also offers workshops on conflict resolution and alcohol and drug prevention to both children and families.

The Administration has made parent involvement a priority not only throughout the Nation but also within the Department. Secretary Richard Riley offers each Department employee up to 12 hours of administrative leave per year to attend parent-teacher conferences and up to four hours every two weeks to volunteer at a school or in the community. This example is reflected in policies of private businesses such as the Mattel Company, which offers each employee 16 hours per year of paid leave for educational involvement. It is also a model for the Administration?s proposal to expand the Family and Medical Leave Act to provide an additional 24 hours of unpaid leave each year for parents to participate in their children?s school activities. Family-friendly policies such as these are outlined in The Corporate Imperative, a publication developed by business leaders in the Partnership for Family Involvement in Education.

Finally, the Department has become a national clearinghouse of good ideas to help parents, community and cultural groups, businesses, and faith communities build local partnerships to improve their schools. A toll-free number, 1-800-USA-LEARN, has received nearly 1.25 million calls, linking callers with resources on effective educational strategies. In addition, a monthly teleconference of experts and practitioners, hosted by Secretary Riley, offers local schools, communities, and parents concrete, practical advice on how to address pressing educational issues.

STATE EFFORTS TO INCREASE PARENT INVOLVEMENT

In 1999, the National Education Goals Panel commended California, Colorado, and Indiana for improving parental involvement in schools. In Indiana, where schools must include parents in strategic planning, the percentage of principals reporting low parental involvement has dropped since 1990 from 19 percent to 9 percent. In Colorado, where reports of lagging parental involvement have dropped since 1990 from 17 percent to 8 percent, State officials distribute "how to" kits to schools and guides to parents in both English and Spanish. In California, a 1992 strategic plan led to several initiatives, including funds for after-school parent education classes. The percentage of California principals reporting low parental involvement dropped from 20 percent to 11 percent over the last decade.

¹⁴ U.S. Department of Education, Parent Involvement Strategies: A New Emphasis on Traditional Parent Roles (1987).

¹⁵ National Center for Education Statistics, National Household Survey, 1993, 1996.

¹⁶ National Household Survey, 1996, 1999.

¹⁷ Public Agenda (1999), Playing Their Parts: What Parents and Teachers Really Mean by Parental Involvement, available at www.publicagenda.org.

¹⁸ Playing Their Parts.

-###-

[ 3 Expanding Public School Choice ]

[ 5 Using Technology To Enhance Teaching and Learning ]