Comments on: Can you quantify student achievement in terms of parent involvement

By: Cindy Seibel

Cindy Seibel — Sun, 31 Aug 2008 00:37:45 +0000

There is research that demonstrates the relationship between parent involvement and student achievement (see the wiki), but I agree it would be difficult to quantify a direct link between bbq's and student achievement. The bbq helps make the connection and change the landscape of school for parents, an important start according to Dr. Debbie Pushor. C. Steel -I would love to connect with you and hear more about your action research! I'm working on a K-12 Parent Portal. You can contact me through my blog.

By: Cathy

Cathy — Tue, 26 Aug 2008 12:19:22 +0000

You’re right C.Steel re: suggesting that “involvement”, “engagement” are buzzwords. I used that term rather loosely and tend to think of them as buzzwords when they are only words followed up with little or no action on the part of the users.

It’s interesting that the terms are often used as expressions in the way that the educations wants to “involve” or “engage” parents, but has anyone ever stopped to consider what, if parents were to frame the relationship they’d want the same thing? Sometimes, in the early going of the parent partnership/involvement/engagement movement in my province, it was clear that what the partnership was that was expected by those promising partnership(in our case government), and what the system was will to partner with parents. Often parents were on one page, gov’t on another and teachers/ed. system on a third page. That’s sometimes still the case in some regions.

By: C. Steel

C. Steel — Mon, 25 Aug 2008 20:33:39 +0000

True family involvement… hmmm. To me, this means:
1)where there is a true partnership between school/teacher and parent/family. This includes two-way ongoing communication through a variety of methods that are accepted by all families (not just the report card, not just email, not just the newsletter).
2) where both parties have an equal role and work together for the best interests of the student.
3) where there are a variety of ways/choices for parents to become engaged/actively involved… not just attending the Christmas concert. This varies for every family. Some can be in the school, while some cannot.
4) where parents feel valued for the role they play.
5) where teachers teach without parental influence (some teachers say this is the reason they don’t involve parents more).

It would be lovely to have this begin with the Superintendent, or the Board, but in reality, they think they are already doing this by involving one or two parents on committees, or attending monthly school council meetings.

I think the most powerful role is held by the classroom teacher and to what extent that person develops that relationship with the parents of his/her students will define how that family becomes involved in the school, possibly for many years to follow.

As for “involvement” vs. “engagement”, I agree with Epstein who says involvement is something that happens to you… engagement is more of a partnership. I don’t think it’s a buzzword, if you actually take the meaning into action.

By: Cathy

Cathy — Mon, 25 Aug 2008 16:43:00 +0000

To further clarify things, if as the original poster assumes that we can’t actually quantify the co-relation between parent involvement and academic achievement what do we mean when we suggest that parent involvement improves education for students?

At one time in Ontario parents were being touted as being equal partners in education. Has that effectively gone out the window I wonder because, again as the original post said, it was just a sexy trend..no teeth?

The partnership morphed to parent “involvement” and now “engagement” is Ontario’s buzz word.

The most valuable parent partnership/involvement/engagement tool is a school system open to the possibilities of the opportunities parents bring to the table.

I suggest that parents often have lots to contribute they either don’t know how to engage the system or that what they think is valued in a way that makes a difference.

I agree with the rest that the initiative must start with the classroom teacher and in turn that teacher needs support in that respect from the principal and trustees. Governments should get out of the promising parents anything game, because as nice as legislation sounds I truly don’t believe we can legislate the kinds of relationship and interaction we’re taking about. There’s either a willingness on both sides…or there is not.

By: Lorna

Lorna — Tue, 22 Jul 2008 16:04:12 +0000

Thank you both for your comments. I wonder if you could expand on what you mean by the term “parent empowerment”, “effective parent engagement”.

Could you describe what you would like to see for true family engagement.

What would it look like? Please expand.

By: Janice

Janice — Tue, 22 Jul 2008 15:06:41 +0000

I believe without a doubt that parental involvement is the key. Even before starting with the teacher, it starts from the top—school board, the superintendent, principals then teachers. The biggest issue I have observed over the years is making it true family engagement. Some say they want the involvement but do not advocate for parents to participate in planning and implementation. One or two parents are not representative of any school district. True “parent involvement” is inclusive of “parent empowerment.” I believe it has to be the school’s mission for such a time as this and incorporated into everything decision that is made. Parents must be and feel educated and empowered in order to empower their children.

By: C. Steel

C. Steel — Sat, 12 Jul 2008 20:30:56 +0000

Great thoughts. I firmly believe (and am trying to validate with an action research project) that effective parent engagement starts with the classroom teacher. Events, parent meetings, etc. just augment it. When kids (of all ages, I believe) see their parents engaged in a variety of ways, they will put more effort into their school work, and their achievement will increase.