Parental Involvement In Schools

Why is parental involvement lacking in Title I schools? Throughout my K-12 teaching career, which took place exclusively at Title I schools, a lack of parental involvement was prevalent within the school communities. Parents were often unresponsive to teacher correspondence, and after-hours school events were generally poorly attended. According to LaBahn, many factors negatively impact parental involvement, including lack of parental interest in school-related matters, a parent’s own sense of failure in school, and the lack of understanding of nontraditional families on the part of the school system (1995). The NCLB Action Brief “Parental Involvement” additionally recognizes several factors that negatively impact parental involvement,
According to a report by the Michigan Department of Education, students with involved parents have “higher grades, test scores and graduation rates, better school attendance, increased motivation, better self-esteem, lower rates of suspension, decreased use of drugs and alcohol, and fewer instances of violent behavior” (2002). Parental involvement is “particularly important…in schools with high concentrations of poor or minority students” (Rutherford et al., 1997). What can Title I schools do to positively impact parental involvement? Lynch (2011) believes that “in order to increase the partnership of parents with schools, schools must create an environment that offers enough incentives and support for parents.” Research indicates that a supportive school environment begins with the school principal. LaBahn (1995) states that “ultimate responsibility for creating harmony between the school and the home rests with the principal.” The principal, working closely with a support staff of administration, faculty and parents, must commit to establish a Title I Parental Involvement Plan that makes parents feel welcomed, appreciated and valued. The principal is the “driving force of the school, and it is his or her leadership that will guide the teachers in the direction of emphasizing the
Anticipate these needs by speaking with parents directly. Action research indicates that if needs are anticipated through direct parent contact, instruments such as surveys, interviews, orientation, meetings and phone calls can all be used to conduct an effective needs assessment (School). In addition, plan “programs and activities early in the school year for parents and school staff to get acquainted in social situations, such as back-to-school barbeques…or other events where participants can step out of their roles as parents or teachers” (Wherry, 2009). Formal and informal communication strategies fundamentally enable Title I Parent Involvement Plans. By proactively seeking input from parents, schools are better able to understand and respond to the needs of their community. According to the Michigan Department of Education, a major factor of parental involvement in the education of their children is the parents’ perception that their school wants them to be involved”