The new edition of the Handbook for Action1 includes a chapter by Dr. Steven B. Sheldon that summarizes over 100 studies on the effects of family and community involvement. The literature review reports results of family involvement on students’ reading, math, and science achievement and on selected behavioral outcomes.2
Involvement in Reading
Many studies found that family involvement increased students’ reading achievement and literacy skills. At the preschool level, for example, a literacy-rich home environment and storybook reading increased students’ reading readiness. In the elementary grades, reading workshops, family reading nights, and classroom reading volunteers contributed to students’ reading achievement. Even in middle and high schools, students’ English and reading skills were positively affected by clear communications from school, family discussions about school, and by checking and discussing homework.
Involvement in Math and Science
The progressively difficult nature of mathematics, some parents’ fears of math, and their discomfort with science make it necessary for schools to guide parents in how to support and interact with their children in these subjects from preschool on. There are fewer studies of involvement in math and science, but some research has important implications for practice. For example, researchers found that families affected their children’s self-perceptions of ability and achievement in math and in science. This suggests that clear and useful information for parents could help them express high expectations to their children for their effort and success in these subjects.
A curricular intervention – interactive homework in math and in science – requires children to discuss their classwork and ideas with a family partner. Quasi-experimental studies show that students assigned interactive homework had more involved parents, more positive attitudes, and higher achievement in these subjects than did students in control groups with “regular” homework. These assignments are designed to help parents understand how to work with their children without thinking they must know how to ‘teach” math or science skills.
Summary
Studies at all grade levels show the importance of goal-oriented activities for family and community involvement.
Results show that schools not only can increase family involvement, but also involve families to help students improve reading, math, and other skills and behaviors
This summary should help educators and policy leaders see why it is important to link well-implemented partnership programs to school improvement goals. Along with excellent teachers and well-managed schools, goal-oriented family and community involvement can affect a range of important student outcomes.
1) From: Sheldon, S. B. (2009). Improving Student Outcomes with School, Family, and Community Partnerships: A Research Review. Chapter 1.3 in Your Handbook for Action, Third Edition. Thousand Oaks, CA: Corwin Press.
2) Also in the chapter, see reviews of research on family involvement to improve student attendance, behavior, and successful transitions to new schools.