The present thesis examines the unique effects that parental involvement has on the academic performance of K-12 students. The thesis will examine the positive relationship between parental involvement and student academic achievement and conclude that parental involvement is ultimately low. Many institutions have tried to increase the involvement of parents in the education of students.
The thesis begins with a literature review that surveys current parent involvement programs that have been successful. Finally, the project concludes in favor of the need for parental involvement programs in schools. Given the concepts that WATCH D.O.G.S. presents and the educational research on the relationship between parent involvement and educational outcomes, there is promise for WATCH D.O.G.S.'s methods.
Schools and parents together can play an important role in promoting parental involvement with the collaboration of WATCH D.O.G.S. The literature review section begins by defining parental involvement and stating the relationship parental involvement has with educational outcomes.
Literature Review
High school students who have uninvolved parents are more likely to drop out.16 But those with parental involvement tend to stay in school longer. A study titled Leveling the Home Edge: Evaluating the Effectiveness of Parent Involvement in Elementary School attempted to measure aspects of parent involvement. The study used six variables to measure parental participation in parental involvement activities at school and parental involvement at home.
Another report useful for measuring parental involvement is titled How Parental Involvement Affects Student Achievement21. Through research into academic setbacks and the connection with parental involvement, it appears that parental involvement is a significant factor in a student's. In a study titled Increasing Parental Involvement in a Middle School by Involving Parents in Workshops and School Activities Designed to Meet Their Needs.
Considering that parental involvement usually decreases as the child progresses through school, it is essential that communication develops early. 34;Increasing parental involvement in a high school by involving parents in workshops and school activities designed to meet the needs of their adolescent child." Diss. Evidence found that parental involvement even led to greater community efforts to support schools.
Black and Latino parents were actively involved in parental involvement in homework and Black parents were more likely to have a plan to finance their children's college education. 34;Cultural, Ethnic Differences, Parental Involvement Differences, And Educational Achievement Of African Heritage Students: Towards Employing A. In a study titled Bringing Parents Back In: African American Parental Involvement, Extracurricular Participation, and Educational Policy indicates that low parental evidence indicates that low parental involvement is an issue for the age and group of interest in the study.39.
In the article, Cultural, ethnic differences, parental involvement differences, and educational achievement of African heritage. African-American, African-Caribbean, and African-American students within the US discuss the level of parental involvement and its effects on student achievement.41. The two main reasons cited for differences in achievement among students of African heritage are cultural reasons and levels of parental involvement.42 Education.
The findings suggested positive effects of parental involvement on adolescents' schooling from high-income communities and low-income communities and that. Another approach to increasing parent involvement is local school boards rather than the parents working directly with their children.
Analysis Section
The publication of the document was coordinated by the White House Office for Faith and Neighborhood Partnerships with the support of the United States. The report contains important data on father absence in America and states that many statistics highlight the importance of addressing fatherhood in America in a new and strong country. ways, especially the importance of men taking responsibility for the children they father. Children living in fatherless homes are, on average, at least two to three times more likely to use drugs; experience educational, health, emotional and behavioral difficulties; and for involvement in criminal behavior.71 Efforts to support fathers and their full inclusion in the lives of their families will be important.
Funding through Government
The Mississippi Department of Education established the Bureau of Program Evaluation (BPE) to provide independent, professional evaluations to the school system. Performance and Accountability Subcommittee of the Board of Education and the Mississippi Department of Education.93 The BPE consists of program evaluators who report to the Director of Program Evaluation/Public Reporting in the Office of Educational Accountability. The Office of Educational Accountability is responsible for monitoring and assessing programs developed under the Education Reform Act, the Mississippi Adequate Education Program Act of 1994, the Education.
Enhancement Fund and subsequent education initiatives, and will provide information, recommendations, and an annual assessment to the Legislature, the Governor, the Mississippi Commission on School Accreditation, and the State Board of Education.94. The Office of Educational Accountability also has the following duties and responsibilities: developing and maintaining a system of communication with school district personnel; providing opportunities for public comment on the current functions of the Mississippi Department of Education programs, needed public education services, and innovative suggestions; and to assess both the positive and negative impacts on school districts of new education programs, such as the Mississippi Report Card and alternative school programs. To select which projects receive funding, the Program Evaluation Office will submit an Annual Evaluation Plan to the Accountability Subcommittee for approval.
The form includes a question about whether the program has been evaluated within the past five years and a detailed description of the policy or program. Next, the form asks for a detailed description of the need for a policy or program evaluation. The form includes a detailed cost description of how much the program or policy would require if the grant were awarded.
The sources of funding are divided between state, federal, local and other sources of funding. If the form is approved, it then goes to the Subcommittee on Accreditation and Accountability for Approval and is subject to review. Projects are limited in scope to policies or programs administered by the Mississippi Department of Education, and.
Programs and policies are selected for evaluation based on Mississippi Board of Education priorities (as stated in the Strategic Plan, Legislative Budget Requests, and the Board's mission, vision, and goals), scheduling of meetings with the State Superintendent and Chiefs, proposals submitted by staff assessment and assessment requirements.
School Support Services- Federal Funding
Under Section 1003, the SEA prioritizes LEAs serving the lowest-performing schools to ensure that funds are used to enable those schools to meet the criteria for exiting priority and focus designations. Funding: All eligible applicants will receive awards based on a prescribed formula that provides a base allocation based on school designation (Priority School designation: $90,000 per school position; Focus School designation: $40,000 per school position). Any amount remaining after the base allocation is awarded will be based on a per pupil amount based on the total number of pupils enrolled in eligible schools.
Use of funds: Schools may use funds to support interventions necessary to address the school's reason for receiving the designation. Since these funds are part of Title I, the same limitations apply to expenditures (eg, Supplement not Supplement).
Funding from Local Support
Local sources such as churches, local banks and other community organizations can contribute to the program.
Conclusion and Recommendations
Izzo et al., "A Longitudinal Assessment of Teacher Perceptions of Parental Involvement in Children's Education and School Achievement," American Journal of. 34;Bringing Parents Back In: African American Parental Involvement, Extracurricular Participation, And Educational Policy." Journal Of Negro Education. 34;Cultural, Ethnic Differences, Parental Involvement Differences, And Educational Achievement Of African Heritage Students: Towards Employing A Culturally Sensitive In K-12 Classrooms, A Literature Review.".
The importance of fathers in the healthy development of children. US Department of Health and Human Services. Ministry of Health and Social Affairs, Administration for Children and Families, Administration for Children, Youth and Families, Head of Office (2004, June).
