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

Overview of Research on Family Involvement in Children's Learning

"For parents to be engaged in their children's schools and school reform, we need to understand from multiple perspectives and in diverse contexts, the phenomenology of relations between parents and educators, and how professional roles and social processes and contexts can contribute to creating barriers to involvement. This understanding will require educators, in good faith, to look at ourselves and our roles in fostering or preventing parents' participation." (Hollyce C. Giles, Ph.D., 1996)

More than thirty years of research shows that families play a crucial role in children's learning. "Our thinking about the role of the family has moved from seeing parents as the source of the problem to seeing parents as the primary solution to the problem." (Susan L. Recchia, Ph.D., Assistant Professor and Coordinator, Program in Early Childhood Special Education, Teachers College).

"Schools must begin with the presumption of intelligence on the part of all parents and with the presumption that parents want to be involved." (Hope Jensen Leichter, Ph.D., Director of The Elbenwood Center, Teachers College). There are many kinds of parent involvement in education both at home and at school. The learning-related activities families can do at home include, "reading, discussing daily events, monitoring TV, deferring gratification, and expressing affection and interest in the child's academic and personal growth." (Oliver C. Moles, Research Analyst, Office of Educational Research and Improvement, U.S. Department of Education).

Performance indicators are key to the success of local efforts that support family involvement in children's learning. "At the grass-roots level, evaluation enables local groups to undertake self-assessment and to share responsibility for best practices. By developing performance indicators and measuring programs, employers, schools, parent organizations, and community and religious groups can change and strengthen family involvement programs and policies." (Alan Ginsburg, Ph.D., Director, Planning and Evaluation Service, Office of the Undersecretary, U.S. Department of Education).

• A 1993 study published by the University of Michigan attributes the high academic success of students from Asian countries to the priority their families put on education.
• Studies indicate that what parents do at home has twice as strong an influence on children's achievement as does the family's socioeconomic status.
• Schools help parents to reinforce classroom instruction at home, and teach informally through naturally occurring home situations, and strengthen various aspects of the home learning environment.
• Schools can also help families strengthen the home learning environment by reaching out through workshops, encouragement from teachers, voice mail, school-based parent resource centers, and home visits.
• A recent study at Teachers College of grandparents as educators has shown they can be a valuable resource.
• A number of school programs show strong benefits, and many have focuses on low-income and minority families. (U.S. Department of Education 1994).
• The Partnership for Family Involvement in Education is developing performance indicators and evaluation tools to measure how well family involvement programs are working in four areas: awareness; commitment; building capacity; and results.

Peter Cookson, Director of the Center for Educational Outreach and Innovation, Teachers College, Columbia University moderated a panel which included Hollyce Giles, Assistant Professor of Psychology and Education, Teachers College, Columbia University; Alan Ginsburg, Director, Planning and Evaluation Services, Office of the Under Secretary, U.S. Department of Education; Hope Jensen Leichter, Elbenwood Professor and Director of the Elbenwood Center, Teachers College, Columbia University; Oliver Moles, Research Analyst, Office of Educational Research and Improvement, U.S. Department of Education; and, Susan Recchia, Assistant Professor and Coordinator, Program in Early Childhood Special Education, Teachers College, Columbia University.

[Strategies]

[Creating Partnerships]