Supported by Research
International research supports that Parental Engagement impacts student achievement. More specifically, current research underlines the effectiveness of the ‘3-a-day’ strategies GEMS directs parents to do consistently with their children – talk, share, encourage.
Parents need to set high aspirations and help develop their children as learners
Professor John Hattie, Auckland University, New Zealand, conducted a 15-year analysis (published 2008) of 50,000 studies involving 83 million students to see what worked in education.
This parent engagement includes setting goals, displaying enthusiasm for learning, encouraging good study habits, valuing enquiry, experimentation and learning new things, and the enjoyment of reading.
When parents actively engage, examination results go up
One of the most influential literature reviews, carried out was by Professor Charles Desforges (2003)
Desforges’ review led to the development of the ‘Every Child Matters’ policy in Britain.
Parent support can make every teacher more effective
Every three years, the Programme for International Student Assessment (PISA) tests 15-year-olds in the world’s leading industrialized nations on their reading comprehension and ability to use what they’ve learned in math and science to solve real problems — the most important skills for succeeding in college and life.
Looking beyond the classrooms to better understand why some students thrive taking the PISA tests while others do not, the PISA team interviewed the parents of 5,000 students about how they raised their kids and then compared responses with student test results. The PISA team made three profound discoveries:
Parent surveys started with four countries in 2006, and grew to an additional 14 in 2009 and reported the findings above in 2011. PISA is conducted by The Organization for Economic Cooperation and Development (OECD).
The kind of parental engagement matters, as well
The PISA team also discovered that simply talking to and asking your child how their school day was, and showing genuine interest in their learning can have the same impact as hours of private tutoring.
Many forms of involvement, but only few relate to higher student performance
In an article called “Back to School” for The American School Board Journal, November 2011, Patte Barth, Director of the National School Boards Association’s Center for Public Education, reported that parent involvement affects student achievement, and found somewhat surprising results: