Teamwork Makes the Dream Work
Active involvement by parents is linked to improved academic and personal outcomes across grade levels. Studies have shown that students from elementary to high school age demonstrate that school based engagement, high parental expectations, academic socialization, and open parent child communication are there to enhance achievement measures such as reading scores and overall academic performance while boosting motivation. “Fan and Williams (2010)” demonstrate that increased parental support significantly enhances students’ self-beliefs and engagement, promoting deeper motivation to learn. “El Nokali et al. (2010)” establish that early parental involvement correlates with both academic and social development in elementary school children. “Froiland, Peterson, and Davison (2013)” highlight the long-term benefits of early parental expectations and involvement, particularly in sustaining academic achievement. “Hill and Tyson (2009)”, through meta-analytic review, identify effective middle school strategies, emphasizing the shift from direct homework help to academic socialization. “Jaiswal and Choudhuri (2017)” reinforce the consistent positive relationship between parental involvement and academic performance across contexts. “Weldon (2011)” further supports these claims through a critical review of existing parental engagement frameworks. “Kovács et al. (2024)” extends the discussion to extracurricular domains, showing that parental support also contributes to athletic achievement. “Nye, Turner, and Schwartz (2006)” present empirical evidence for the effectiveness of structured involvement programs in improving elementary students’ performance. All of these studies show us the enduring and diverse role of parental involvement in shaping students’ academics.
EDUC 321, Classroom Relations and Management
Brian Kaelin
10 AM – Noon