Research has shown that involving parents in their children’s education is essential to their learning. There has to be strong parent relationships with the school, with communication at its core (DuFour, DuFour, Eaker, & Karhanek, 2004; Bryk & Schneider, 2002). Several guiding principles for parents have also been recommended, stating that among things, parents should recognize that they are the, “first and most influential teachers” in their children’s lives, and that they should educate their children to be accountable for their learning and behavior (Dufour & Eaker, 1998, p. 94). In addition, Henderson and Berla (2002) concur, that an accurate predictor of student achievement is when families promote and communicate learning and high expectations to their children, and are involved in their education. Children also learn from the attitudes of family members toward skills and values of schooling.
DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Indiana: National Education Service.
DuFour, R., Eaker, R., (1998). Professional learning communities at work: Best practices for enhancing student achievement. Indiana: Solution Tree.
Henderson, A., Berla, N. (1995). A new generation of evidence: The family is critical to student achievement. Washington DC: Center for Law and Education.