Encouraging school success through family involvement.

As schools in the 21st century face mounting levels of accountability, educators increasingly are called upon to measure and document student success. In light of such efforts, institutions are charged with an array of decisions regarding curriculum, assessment, and the various means through which to augment student learning. While primary efforts focus on the school environment and improving the delivery, transmission, and retention of content, an often-neglected piece of the puzzle is the extent to which we work to involve families. Documented as the number-one predictor of academic 2success (Walberg, 1984), engaging families in multiple aspects of the educational experience surfaces as critical work for schools.

The benefits of family involvement are well-documented. Children whose families are involved in home/school partnerships evidence higher test scores, better attendance, higher rates of graduation, and more college attendance. Additionally, when family/school collaboration exists, students enjoy better attitudes, motivation, and self-esteem. Such collaboration also results in less disciplinary problems, lower rates of high-risk behaviors, and improved communication with families and teachers (Henderson & Berla, 1994).

The benefits are not limited exclusively to children. Both families and schools have much to gain from such alliances. Research indicates higher teacher morale and more job satisfaction when home/school collaboration is evident. Parents involved in such partnerships experience more confidence in their decision-making abilities, more skill in accessing community resources, and more confidence helping children with schoolwork at home. Schools report better performance, more support from families, and better reputations in the community when families are involved (Henderson & Berla, 1994).

The National Parent Teacher Association (2000) defines six pillars of family involvement, all of which must be present if maximum benefits are to be realized. Effective two-way communication that allows families authentic opportunities for participation in the educational process is foundational to any family involvement effort. Providing support for parents in their roles as primary educators of children is a central tenet of strong family involvement initiatives. Supporting family efforts to encourage student learning at home is shown to be a most effective strategy in improving student achievement (Finn, 1998). Providing meaningful opportunities for families to volunteer both within and outside the school day aligns with the positive cooperation necessary to achieve collective goals between home and school. Affording families the occasion for participation in school decision-making increases investment in the educational process and has been shown to encourage significant gains (Cauce, Comer, & Schwartz, 1987; Haynes, Comer, & Hamilton-Lee, 1988; 1989). Finally, increasing community involvement effectively seats schools in a broader context, creating linkages that encourage success.

At times, we attribute a lack of family involvement to apathy and indifference when, in fact, there exists no vehicle for meaningful participation. Sergiovanni (1994) suggests that community building must become the heart of any school improvement effort, and that in true educational communities "the sources of authority for leadership are embedded in shared ideas" (p. 223). When we call upon families to share their knowledge and to be an integral part of the school community, the power and potential of these alliances can be realized. As we look to advance the quality of education, the opportunities afforded to students, families, and educators to work collaboratively will be a distinct measure of our success. The convergence of this energy offers the promise of a whole that is indeed greater than the sum of its parts.

References

Cauce, A. M., Comer, J. P., & Schwartz, B.A. (1987). Long-term effects of a system-oriented school prevention program. Journal of Orthopsychiatry, 57(1), 127-131.

Finn, J. (1998). Parental engagement that makes a difference. Educational Leadership, 55(8), 20-24.

Haynes, N. M., Comer, J. P., & Hamilton-Lee, M. (1988). The School Development Program: A model for school improvement. Journal of Negro Education, 57(1), 11-21.

Haynes, N. M., Comer, J. P., & Hamilton-Lee, M. (1989). School climate enhancement through parental involvement. Journal of Negro Education, 8(4), 291-299.

Henderson, A., & Berla, N. (1994). A new generation of evidence: The family is critical to student achievement. Columbia, MD: National Committee for Citizens in Education.

National Parent Teacher Association. (2000). Building successful partnerships: A guide for developing parent and family involvement programs. Chicago, IL: Author.

Sergiovanni T.J. (1994). Organisations or communities? Changing the metaphor changes the theory. Educational Administration Quarterly, 30(2), 214-226.

Walberg, H. (1984). Families as partners in educational productivity. Phi Delta Kappan, 84(6), 397-400.

--Eva Zygmunt-Fillwalk, Public Affairs Committee, [e-mail]