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I think there is plenty of data in early childhood education (in the USA with Head Start, Early Head Start, Even Start) that shows the two- generational model does have a positive impact. Maybe not on educational achievement as shown on tests but certainly on the children having less need for special education, higher graduation rates, less teen pregnancy, less involvement in the juvenile justice system, etc. Parental involvement without some prompting to parents about what’s appropriate might make a difference too. Even in Early Head Start (birth to three years) we have parents say “I want my child to learn his ABC’s” and the parent might drill the child on that (absent a “relationship” of fun and exploration) but with the two- generational model the parent learns from a caring and compassionate early childhood provider about “how children learn” and can offer a more developmentally appropriate approach.

From my experience over 54 years as an Early Childhood Educator I believe so many factors come into play. The greatest challenges to a positive parent educator partnership have seemed to be when mental health,vulnerability and protective issues and backgrounds have been present. Negative experiences from the parent's own childhood experiences have compounded the issues now being addressed and have impacted on partnerships,trust and outcomes.
I have been privileged to be part of very effective collaborative partnerships when parents of children with disabilities have developed respectful relationships. The parents have shared their knowledge , experiences and special wisdom of their child and educators have listened and learned.
Children sense when this parent and professional partnership is sincere and positive and this, in turn, can lead to valuable experiences for all.
We should never take a broad approach to such a potentially vital parent educator partnership.I believe there will be challenges. There will be times of judgement and disappointment but it is a communication partnership worthy of the time and respect it deserves. As educators we are in a privileged position to have the opportunity to form the partnership.Only when there is genuine respect of each person's knowledge and experience will there be benefits for everyone with most gains clearly evident for the child.

I found this article rather refreshing. We are so used to being told that parent involvement is essential, and yet, I never went to PTA meetings, or baked cookies for bake sales, and my kids did just fine. I think some involvement is more meaningful to a parent than other things. I made sure my kids did their homework, and we definitely expected our kids to go to college, but probably a big thing that I did was go to school board meetings so I would understand issues in the district beyond my child's school.

I also worked for Head Start years ago, and the goals of parent involvement there are wrapped up in helping the parents improve themselves. The hope is that they will learn more about normal child development, or see discipline and guidance based on reasoning and empathy. For the most part that is not a goal of those who talk about parent involvement.

I feel that there is some instances that parent involvement allows a student to act disrespectful towards teachers and authority figures in school and it ends up being a battle with the parent who denies the child's behavior and tries to make it look as if the student is picked on. Most parents who do this allows the student to act out. the child knows then that if he/she is rude and disrespectful, then they just have to tell mom or dad and they bail them out. That type of parent involvement allows the child to act out negatively and teachers and administrators are blamed and sometimes sued over this.

We do not need to enable our children to act like this. If they get themselves in a position of guilt, let the child work themselves out of it. They learn to not rely on mom and Dad to bail them out.

I am interested in seeing the research that is cited in the article. As a professional in the field of early childhood for the past 30 years, I am finding this information hard to believe.

As we are striving for our 5 Star Step Up To Quality rating we have at least one or two events where families can be involved each month. The families that attend get to know each other better, making friendships for their children who are together all day.
I find the parents who are involved feel more comfortable coming to the staff when they have a concern or they are very pleased with something we are doing.
We are always glad to see families and grandparents in our program.

Parental Involvement is a MUST! My granddaughter was on the road of failure for the 3rd grade because my daughter (young mother) was not taking the time to help or review her homework assignment each night. When she received her progress report for the 2nd term, I almost went out. Each night, my granddaughter and I would work together to complete her assignments. Her grade went from failure to high PASSING! Yes, parents need to be involved with everything that their child is dealing with in this world. Not just education, but everything.

One of the problems with research is that one must ask questions to come up with "facts". Are we asking the right question? As in this case to blankly put out a general comment as parent involvement is not beneficial is rather irresponsible. In most things to be successful, what matters is the level connection, skill and training a person has that can make the difference. Not just simply the mere fact that they are parents and just showing up to do a volunteer job. Schools, directors, principals, teachers, and even parents know when things aren't working and very often have ideas as to why. If parent volunteers aren't effective ask why? and seek out to change it. I believe the best advocate for children is the parent and along with that the school has some accountability, responsibility to train parents to be effective advocates and volunteers.

That would Not be the kind of involvement I encourage with parents/ families...

Nice ...and now we are assessing parental involvement through a test. Sad.

I have often felt guilty about letting my children sink or swim once they were old enough to know how to succeed in school. I can see as a teacher in an overly involved parent community, that it can be quite a hindrance to the student's independence, self-advocacy and self awareness to name a few. Parents are often motivated to become involved because of societal pressure or to compete with other parents. Achievement takes on many different forms in the way of grades, college acceptance, awards, etc. Who are those things for? The student or the parent? Any external reward or achievement will never be as rewarding as feeling truly powerful when you really learn something that matters to you. It is important to remember that achievement is NOT learning. In my experience as a parent and teacher, we cannot care about these things more than they do. Their achievement, and their LEARNING, belong to them.

It’s interesting to find out how parent involvement does not necessarily transfer to increased academic gains for children. However, that is not the total picture when it comes to the importance of parent involvement in school or child care. Just as relationships are important between children and teachers, relationships between teachers and parents are also important. As a parent who was involved in a coop preschool and later elementary school, I valued that I could see first hand what was going on in my children’s classroom. I felt valued by the teachers who welcomed me in the classroom and made me feel that my participation was important. My children also saw that I was interested in their life outside the home and I believe they were happy that I participated in some classroom activities.
As a child care director, I understand that all parents don’t have the luxury of participating in the classroom or helping out due to work schedules or other commitments. That doesn’t mean that we can’t include them in activities or programs after school hours. It’s important to make all parents/guardians feel that they are an integral part of our program.
I also feel it’s important to realize that even with options for participation parents may still not be able to attend any functions. At my center parents are students at our community college and in addition may hold down a job. One more commitment may put them on overload. To help them feel connected our staff always makes sure to acknowledge them at drop off and pick up time. We share pictures, newsletters, and find other ways to partner with them.
The bottom line is that “parent involvement” may not be as important as our involvement with parents.

Interesting that involvement is limited to interactions with the schools. I consider parent involvement to be the interaction of the parent and child, such as teaching manners, encouraging a child to explore the world around her/him with parent as safe base. Parent involvement encouraging the child to interact positively with teachers and school staff and with other children. These are areas of involvement the encourage the child's growth socially, physically and academically.

The areas of involvement to improve a child's scores on tests are for the parent and teacher to acheive their goals and do not honor the child's own need for self fulfillment.

I love this study (yes, the full study can be accessed by clicking the link). It illustrates the huge problem with our current fixation with 'evidence based' practice. One mantra in research is that you can never use a single piece of research to "prove" anything (apparently forgotten by these researchers). Secondly, its critical to look at how the research was done and what they were trying to "prove". (Personally I think they were trying to show that it is always the schools' fault when student struggle academically).

There is a collection of solid research that supports the value of parent involvement, especially for students from low-income and minority backgrounds. But this research defines parent involvement very differently from the definition used by this particular study.

As a student of psychology, I am aware of how research and statistics can be manipulated to show anything you want. I totally disagree with this article and its findings. As a professor of Early Childhood Education and a one time caregiver and director of several early childhood centers, I have first hand knowledge of the difference it makes for a child's education and general well being when a parent is either involved or uninvolved. I have seen many children make no progress or backslide without input and cooperation from their parents or primary caregivers. On the other hand, a well meaning parent or caregiver who works in cooperation with the teacher can help the child to greater success. Please don't highlight this article. It could discourage parents from taking part and that would be a loss for the child and the school.

I am surprised by the article. It has been my experience that children benefit greatly by having supportive parents who are interested in their educational experience and dedicated to provide advocacy and counsel where needed. Confidence and self-esteem often need an extra boost from loving parents, showing they believe in their children. As parents, we provide the role model and show our children, by example, that caring and nurturing do not stop at the front door.There are too many "variables" at school to leave to the children to cope with on their own. They need to know they have their own personal advocate when they are in need, and parents have a responsibility to be there for them.
That being said, parents must show wisdom and tact when guiding their child through their educational careers. Humans are not created equal, with an enormous array of skill levels, developmental delays, etc., often not glaringly apparent. Who better to be a voice for their child than the parent.

I am unsure where exactly this reporter got his info. He didn't quote a study. I am disagreeing with the article. As an Early Childhood Program Director for 27 years, I can tell you that Parent Involvement is needed. If parents are working directly with children of any age, they need coaching before they start. They need to understand developmentally appropriate practices, and how children learn. When parents are involved in their children's education, they have more of an vested interest in what is happening. Our education has sadly turned into teach to the test, and not the HOW to think it through. When parents are involved, they can work with the teaching staff to strengthen the learning. A teacher can not give the one on one instruction that some children need, and a parent can. By showing interest in the education of their child(ren), parents are supporting the efforts of the school and most importantly of their child.

There is a fine line between enabling children and enpowering children, and as parents/educators we should be enpowering our children toward the goal of being creative critical thinkers.

This is bull! As an early childhood educator for 20 plus years, my research proves that the more involved the parent are the better the children do. As a parent I know that the young people graduating in the top ten percent of their class, all had parents that were involved with their children's education.

Whew. What a relief! I was a full-time working parent and knew my performance was viewed as "poor" in my kids middle-class school. Unavailability was a big stone in my "guilt backpack" during those years. But my kids grades were fine, they went to college and still love their mom. All is good.
Now I watch my daughter-in-laws and sons grapple with the same issues. I have sent them a copy of this article and remind them that their involvement with school can look different than showing up during school hours. There are many ways to support learning, school life and effect performance and your child's sense of herself as a learner. Knowing your child, her evolving needs and your own family and cultural context around school, learning and life lessons seem to matter most. That and keeping communication rich and flowing.

What you call "Parent Involvement" I would call smothering. Kids need to navigate these steps toward adulthood and independence on their own as much as possible.

As I read this article, I wonder, “What message is this parent involvement sending to the children? How are they interpreting the involvement? The message I get is that academic performance and test scores are all important.

Is that the only purpose of our education system? To create children who can perform well on test scores? If this is true, we need to re-think our way of approaching education. We have a greater responsibility of preparing children for successful, productive and satisfying lives. There are many ways to attain this goal. But there is only one foundation: competent and capable individuals who can communicate, problem solve and see new solutions to the ills our nation is facing. Many of the people whom we see as successful today did not succeed academically. But their creativity, persistence and approach to life was somehow kept intact. My guess is that they had parents and teachers who considered them more important than their report card and test scores.

Only looking at test scores and academic success is a problem. And if this is what parent involvement is about, then we have another problem. I wonder if children see parental involvement of support of the school system or support of them. This is in no way an indictment of parents who want the best for their children. But it is an indictment of an educational system that has lost its way. Children who have skills and abilities in areas not measured on standardized tests can be equally valuable and productive to society. Let’s make sure they know this.

I believe that when you show an interest in what your child is doing I helps in their self a stern and gives them a desire to want to learin if you show its important to you

As the former Director of a Parent Cooperative Early Childhood Program I found the article disturbing. After forty years in the field I am firmly convinced that parental involvement is a positive factor in the educational career of children...especially at the early ages. As children grow older, parents need to learn to hold back and let children make their own mistakes and deal with the consequences. Over involvement results in what has been termed "helicopter parenting" and that should certainly be avoided. As with everything else, there needs to be a balance

I wonder if a definition of Parent Involvement is needed. I think sports is a good example. It isn't just being the treat parent and showing support. Some parents have taken their "involvement" to an extreme. The parent involvement we previously experienced in the classroom such as help on field trips, working on projects for the class, taking dictation, laminating, and teacher helpers may be different from what parents are doing in the class today. Some of our over involved parents may be pushing their child to excel in class rather than supporting the classroom as a whole. For children with overwhelming parents presence in class may add pressure to their day. A redefinition of how parent involvement is defined for this study may show another side.

Parents and teachers and children are all learning new things together. It is the job of the adults in the classroom (especially early childhood settings) to model developmentally-appropriate behavior for the parents. Parents should feel comfortable volunteering in the classroom. And that feeling tone of the classroom is created by the teacher. An effective way for parents to learn what their child does in the classroom, is to invite parents and children ( 1/2 of the children at a time w/ parents) to experience an abbreviated day routine for 1 1/2 hrs, from 6-7:30pm one day. After that experience, I found parents more open and comfortable. They learned that play is how children learn, and also learned how to share different kinds of play with their children, and how to be a 50/50 sharing learning partner with their child. It's a wonder-filled process to witness.

There is a huge difference between being "involved" and "interfering." A parent who encourages, listens and shows that they are interested provides a child with security and confidence. A parent who always try to smooth the way or make things "perfect" probably does do more harm than good and the child does not learn to rely on themselves and their own ability.

I agree with the first two comments (on 5/7/14). Parental involvement certainly can negatively impact children when it promotes and supports entitlement at the expense of responsibility. In my role as Early Childhood Mental Health Consultant, I see the disappointing results when parents present the attitude that they and their child do not need to make any adjustments, such as learning any new behavior patterns themselves to help their child change move from challenging behavior. Instead, they put the role and responsibility on the preschool/child care staff to make the change and accommodation. Such attitudes model and promote for the child a sense that "bullying" for success is acceptable. Equally true is the reverse scenario, when program staff put all of the blame and responsibility on the parents/family and refuse to look at their own role in effecting positive change. In both instances, I see negative returns, with the child learning from the poor examples of the adults. When all adults partner together to collaborate and solve problems, the child senses the support and understanding, and observes the adults modeling positive character traits. Then I often observe a child learning to use those traits to succeed in positive ways - both in social/emotional skills and in additional skills that are also necessary for learning to take place.

Parents are the child's "world" until they go to school, then school is their world. The research says nothing about their involvment in Early Childhood education of thier child which includes the daycare provider. I am afraid some of these parents see articles like this and think it applies to their toddler or preschooler or even kindergartener. Something should be said to encourage parents to continue to visit with the child, keep open communication with them so they can feel safe to tell them if someone is hurting them. A parent never wants to leave the impression they don't care with their child; research or not.

Scott and Team long time no comments! This article is disturbing. I really believe it takes a village to raise a child and the parents are the child's number one teachers. Is this a sign of the times - teachers are doing the raising and educating? Are parents too busy trying to make ends meet? The article raises a lot of challenging questions.
Thanks for continuing to provoke and inspire,
Andi.

Fortunately there are many more reasons than just test scores to be involved in your child's education. I understand the basis of the research was because of the question, however, would have been good had they gone further and pointed out the pluses as well!

I can see a negative impact of parental involvement. When talking to a school administrator about possibly adding a technology link for parents to view homework assignments for school aged children who were a bit forgetful, the administrator said, "No." His rationale was that providing the link for the parents would remove the responsibility for the child to listen and follow directions given by the teachers. Some parents have gone so far as to complete assignments for children and thus criple their children by having them dependent upon an adult.

Nothing like making a point on s o something that means nothing with wrong slant. Note the study says the parents involvement does not improve or has negative result on GRADES & TEST SCORES since that seems to be the focus in school know TEST scores not actually learning your know they want parents to stay out. Heaven forbid a parent might want his/ her child to learn not memorize just for set test

I understand that studies are often planned and implemented with the exclusive purpose of proving the hypothesis to be correct. However, in this case the bias within the study is magnified. They did not seem to address the parents who are active volunteers in a classroom, only the parents who "observed a classroom". Additionally, indicators such as parents who help plan the curriculum and parents who serve as policy makers in schools were not evaluated. So while I might agree that the indicators that the study included may not lead to higher student achievement, I think that coming to the conclusion that all parental involvement is "overrated" based on those indicators is an overgeneralization at best.

In my opinion, parental involvement does not entail helping your child with homework or choosing classes. It means showing your child that education has value, talking to your child about wise choices, and helping your child understand the consequences of NOT valuing education. Parents must be mentors, showing, guiding and leading. Too many parents feel they must DO for their child rather than SHOW their child.

Hi, the types of parental involvement listed are ore like parental interference, and also apply more to older children. For young children true engagement between parents and the EY service gives the child a sense of safety between their home world and the early years world into which they are moving, it's a safe bridge between the worlds and research in Ireland and UK points to it really helping the child and family. The type of involvement could include things like parents and children being involved in developing ethos and values of the EY service, and working jointly on things like policies.

Does this reflect data taken on neurotypical students only, or neurotypical AND special needs students? I find it hard to believe that intervening on behalf of special needs students to make sure the teachers are applying methods agreed upon in an IEP with fidelity is detrimental to a child's education.