Good Parents, GREAT Students
The Home School Partnership
Currently, much is said and done about the positive effect of the school and home partnership. Parents and teachers are encouraged to communicate. Parents are urged to get involved in their child’s school in a variety of ways. Homework demonstrates to parents the material presented in class as well as their child’s abilities in various subjects.
It is an undisputed fact that children benefit from a harmonious and nurturing family life. Parents that set limits, encourage responsible behavior and use active listening skills raise children that are more likely to be motivated and confident in school and life.
Parents from middle to high socioeconomic groups are more likely to develop a parenting plan and seek out assistance from a variety of sources such as family counseling, books, videos, classes and special offerings from organizations in which they are members. Parents from low socioeconomic groups are less likely to seek assistance and more likely to tolerate unhealthy patterns.
Schools and families will benefit when parents elevate their parenting skills. Students and schools will see academic improvement when we focus on the needs of the family in the home. This has been ignored for too long and though it seems apparent, little has been done to address this issue.
Our organization will address the long ignored connection between healthy families and academic success by actively reaching out to groups who may or may not have access to parent education. We will not only seek out families in need, but offer flexible support to insure that families benefit in significant ways. Our organization will engage with families utilizing direct instruction strategies based on the needs of the participants, rather than a structured one size fits all curriculum, resulting in greater success for all participants. Parents, children and communities will appreciate the immediate and long lasting rewards from elevated parenting.
1-Develop a discipline plan that is right for them.
2- Learn strategies that promote responsible behavior
3- Increase their communication skills by learning to be an active listener
4- Realize the benefits of parental unity
5- Be exposed to guidelines for healthy development
Research to support our mission
The home environment has a greater impact on students’ school performance than socioeconomic status.
Research from the University of Minnesota White (1982) analyzed 101 studies and concluded that the following aspects of the home environment had a greater impact than socioeconomic status (SES) on students’ school performance: parents’ attitudes, guidance, and expectations for their children’s education; quality of verbal interaction; participation in cultural and learning-related activities; and overall stability in the home. Background or contextual factors may be useful in identifying target students, those who are most likely to be at risk for not succeeding in school. Under no condition, however, should it be inferred that those social background characteristics are the reason why students do not succeed in school. Rather, the process-status distinction helps explain that there are high performing low-income students in our schools, and it illustrates how increasing home support for learning is an alterable variable through responsive interventions.
A nurturing family with harmony in the home will raise respectful and confident children.
In an examination of 2,699 youth, aged 11–20 years, from eight cultures, Scott, Scott, and McCabe (1991) showed that: (a) youth’s poor interpersonal skills are associated with high parental protectiveness (e.g., authoritarian parenting), (b) youth hostility and aggression are associated with parental punitiveness, and © positive self-esteem and low anxiety for youth are associated with family harmony and nuturance. These findings were similar across the different cultures
It has been shown that a positive affective relationship between parents and children increases the likelihood that the child will initiate and persist in challenging and intellectual tasks (Estrada, Arsenio, Hess, & Holloway, 1987). Parent behaviors related to cognitive development are amount of interaction, providing support in problem-solving activities, and allowing children to explore (Ferguson, 1987; Portes, Franke, Alsup, 1984).
Children are more motivated to achieve when families regularly engage in conversation and are emotionally supportive.
Redding (2000) identified Parent-Child Relationship [e.g., daily conversation, vocabulary development, expressions of affection, cultural experiences (libraries, zoos, museums), and discussions of books and newspaper events] as one of three family patterns that enhance positive habits of learning for youth. Children benefit from a parent-child relationship that is verbally rich and emotionally supportive. Although busy families fall out of the habit of daily conversation, the importance of bi-directional communication is particularly important for adolescents. Talking with older students about schoolwork is important for fostering achievement motivation (Bempechat, 2000). One study identified parent expectations, talking about schoolwork, providing learning materials, and learning opportunities outside of school as the most influential family actions (Peng & Lee, 1992).
There is little significant support for parents in need of guidance for parenting.
A study of African American and Latino/Latina Parents in the United States released in November 2004 revealed that a vast majority of African American and Latino/Latina parents are working hard to raise strong, healthy, and successful children and adolescents, and most feel they are doing well as parents. Yet they are doing so in the face of multiple challenges in their communities and society. Furthermore, most have little support beyond their immediate family to help them as parents. Those are the major conclusions of this study of 685 African American parents and 639 Latino/Latina parents in the United States by Search Institute and YMCA of the USA.
This study points to a major, often overlooked, challenge facing America’s parents: They are trying to undertake the critical task of parenting in a complex society with little or no support from their community. That challenge represents a real opportunity for YMCAs, schools, faith communities, social service agencies, and other organizations to more intentionally build relationships with parents in ways that both affirm their current efforts and provide the supports and guidance they need when things get tough.
School success starts at home.
In an article in Barrow’s Journal on August 11, 2008, a staff writer makes the following observation:
The single factor that will most influence your child’s success is their family.
For a child to have a successful school year, a parent must be successful. Expecting a child to succeed, paying attention to how and what he or she is doing in school, making sure he or she completes assignments, sending the child to school adequately nourished and clothed and well rested and confident that they are loved and valued. Children require discipline and and need to be respectful to parents, their classmates and teachers.
Today’s schools face myriad problems, but the greatest challenge is to educate children burdened with dysfunctional or semi-functional parents and homes. A hungry child is not ready to learn; a child traumatized by domestic violence is ill equipped for success. Factors beyond the control of teachers and schools have more impact on a child’s chances of success than most anything likely to occur in the classroom. Teachers and schools are not infallible, but most of the problems associated with the educational systems would disappear if every parent did his or her job.
The job of educating children begins in the home. Teachers have the children seven hours a day, 180 days a year. What happens during the other 17 hours of the school days and the other 185 days a year can have a positive or negative effect on the child’s chance of success in school. Nothing will help schools succeed more than parents who provide a safe and loving environment, who take care of their kids’ physical and emotional needs.
Good teachers are important to students, but good parents are crucial.
Families from low socioeconomic groups have less access to parenting support.
Although all families can benefit from support with parenting,middle- and upper-income parents may have more opportunities for support than their low-income counterparts. Such sources of support provide opportunities to meet with other parents, as well as to have other nurturing adults share in child care; they include preschools, baby-sitting co-ops, nanrues, sports, music lessons, etc. These same sources of support may not be available to low-income families who, at the same time, may be dealing with additional stressors. Low-income families face such chronic stressors as insufficient income to meet basic needs, crime, substandard housing, and inadequate health care [Hashima & Amato1994; Mueller & Patton 1995; Dubrow & Garbarino 1989].
Lack of parental involvement is the biggest problem facing public schools.
The research of Rose, Gallup &Elam, 1997 as sited by the Michigan Department of Education.
Families whose children do well in school exhibit the following: daily routines at home, understands limits and boundaries at home, understand the benefits of hard work, communicate with their parents.
Henderson, Anne T. and Nancy Berla. A New Generation of Evidence: The Family is Critical to Student Achievement. National Committee for Citizens in Education (1994). Reviewed 66 studies involving parent involvement and student achievement . Concluded that when parents are involved in their children’s education and provide a home life that is focused on respect and responsibility, their children do better in school.
Research supports our mission, the need is clear, the work awaits and the benefits will be realized.