1/15/2020 0 Comments
Discussions continue about improving the U.S. public education system. One question which is frequently overlooked is: What is the role of parents in education? There are a variety of thoughtful and interesting conversations about everything from resource allocation, to the impact of race on educational achievement, to the most effective uses of technology, to redefining education to meet the needs of the 21st century â€“ topical and relevant discussions that never seem to include parents. Parents arenâ€™t completely ignored, but more often than not, the role they play isnâ€™t a substantive part of the discussion. Their involvement becomes a less than critical part of any proposed solution. I believe we can make the argument that a significant part of the solution to the educational challenges we face requires meaningful parent involvement, not just lip service. In all fairness, however, meaningful parent involvement can be tough. Schools are faced with federal regulations that require it (Title I, Individuals with Disabilities Education Act); there is solid evidence that when parents are involved there is a strong, lasting connection to academic achievement, and particularly for children at high risk. Many of these children have parents who themselves were unsuccessful in school; for these children, parent engagement is a real challenge. For parents, it is generally easier when children are younger; content is easier, and schools (and children) seem a bit more welcoming to parents being involved. As children grow, however, the content becomes more difficult, schools and children are much less welcoming to parent involvement, and parents are left with just asking questions: â€œHow was school today?â€ and/or â€œDid you do your homework?â€ Of course, all this doesnâ€™t even consider the issue of parents working multiple jobs who struggle with finding time for involvement in their childâ€™s education. More regulations and legal structures are not necessarily the answer either. There is a subset of children, those with disabilities, who have federal protections mandating significant parental involvement. Unfortunately, those regulations often create a contentious, rather than cooperative, relationship between parents and teachers and school administrators. When it comes to parental involvement, most people agree with the â€œwhyâ€; itâ€™s the â€œhowâ€ that poses the challenge. The vast majority of parents want to be involved, but face significant barriers in doing so. The vast majority of schools welcome parent involvement, but with short parent meetings (for which both sides struggle to find time), itâ€™s hard to know exactly what to do.