Implementation Process 

Defining Parent Engagement

The first thing we had to do was to define the term ‘parent engagement’; there is often a misconception that parent engagement is measured by how many parents attend school events. At Rooty Hill High School, we recognise that a large number of our parents work long hours, often leaving home early in the morning and returning late at night, making attendance at some of our school events next to impossible.

Parent engagement, according to ARACY, ‘consists of partnerships between families, schools and communities, raising parental awareness of engaging in their children’s education, and providing them with the skills to do so’. According to Muller (2009) ‘family-school and community partnerships are re-defining the boundaries and functions of education. They enlarge parental and community capacity; they create conditions in which children learn more effectively. In these ways they take education beyond the school gates'. For our context, we needed to find innovative ways to engage with parents in a way that best suited their personal needs.

Understanding the impact of parental engagement

• To further develop our understanding of parental engagement, we researched a variety of studies from within Australia and overseas. There seems little doubt that parent engagement can have a positive impact on student academic achievement but it is important to differentiate between involving parents in school and community events and engaging parents in learning. It is widely accepted that parent attendance at school gala days and events may increase social confidence and build social connections in the community but international research has shown that parent engagement in learning has a more positive impact on a range of indicators of student achievement including:

• higher grades and test scores,

• enrolment in higher level programs and advanced classes,

• higher successful completion of classes,

• lower drop-out rates,

• higher graduation rates, 

• a greater likelihood of commencing postsecondary education,

• more regular school attendance,

• better social skills,

• improved behaviour,

• better adaptation to school,

• increased social capital,

• a greater sense of personal competence and efficacy for learning,

• greater engagement in school work, and

• a stronger belief in the importance of education.

In a study conducted by Houtenville and Conway (2008) and building on the work of Epstien (1987), it was found that ‘parents’ attitudes, behaviours, and actions in relation to their children’s education have a substantial impact on student learning and educational attainment’. In fact the study found that parents engaging in learning in a variety of ways has a large effect on student achievement compared to school funding resources. 

According to the literature, the common principles for effective parent engagement include:

• communicating with children about parental expectations for education and about the value and enjoyment of learning,

• discussing learning strategies with children,

• linking school work to current events and other topics,

• fostering educational aspirations and making preparations and plans for the future,

• providing a stimulating home learning environment, and making learning enjoyable and rewarding, and

• focusing on activities which are directed at building students’ decision-making and problem solving skills and affirming their growing autonomy, independence, and academic abilities.

References:

ARACY

National Network of Partnership Schools (2011). Epstein’s Six Types of Involvement, John Hopkins University. Available: http://www.csos.jhu.edu/p2000/sixtypes.htm.
NSW Department of Education and Training (2010), School Learning Support Program – Positively Engaging Parents. Available: http://www.schools.nsw.edu.au/media/downloads/schoolsweb/studentsupport/programs/schoollearning/rf6engage.pdf