One of the central tenets of raising kids in America is that parents should be actively involved in their childrenâ€™s education: meeting with teachers, volunteering at school, helping with homework, and doing a hundred other things that few working parents have time for. These obligations are so baked into American values that few parents stop to ask whether theyâ€™re worth the effort.
Until this January, few researchers did, either. In the largest-ever study of how parental involvement affects academic achievement, Keith Robinson, a sociology professor at the University of Texas at Austin, and Angel L. Harris, a sociology professor at Duke, mostly found that it doesnâ€™t. The researchers combed through nearly three decadesâ€™ worth of longitudinal surveys of American parents and tracked 63 different measures of parental participation in kidsâ€™ academic lives, from helping them with homework, to talking with them about college plans, to volunteering at their schools. In an attempt to show whether the kids of more-involved parents improved over time, the researchers indexed these measures to childrenâ€™s academic performance, including test scores in reading and math.
What they found surprised them. Most measurable forms of parental involvement seem to yield few academic dividends for kids, or even to backfireâ€”regardless of a parentâ€™s race, class, or level of education.
Do you review your daughterâ€™s homework every night? Robinson and Harrisâ€™s data, published in The Broken Compass: Parental Involvement With Childrenâ€™s Education, show that this wonâ€™t help her score higher on standardized tests. Once kids enter middle school, parental help with homework can actually bring test scores down, an effect Robinson says could be caused by the fact that many parents may have forgotten, or never truly understood, the material their children learn in school.
Similarly, students whose parents frequently meet with teachers and principals donâ€™t seem to improve faster than academically comparable peers whose parents are less present at school. Other essentially useless parenting interventions: observing a kidâ€™s class; helping a teenager choose high-school courses; and, especially, disciplinary measures such as punishing kids for getting bad grades or instituting strict rules about when and how homework gets done. This kind of meddling could leave children more anxious than enthusiastic about school, Robinson speculates. â€œAsk them â€˜Do you want to see me volunteering more? Going to school social functions? Is it helpful if I help you with homework?â€™â€‰â€ he told me. â€œWe think about informing parents and schools what they need to do, but too often we leave the child out of the conversation.â€
One of the reasons parental involvement in schools has become dogma is that the government actively incentivizes it. Since the late 1960s, the federal government has spent hundreds of millions of dollars on programs that seek to engage parentsâ€”especially low-income parentsâ€”with their childrenâ€™s schools. In 2001, No Child Left Behind required schools to establish parent committees and communicate with parents in their native languages. The theory was that more active and invested mothers and fathers could help close the test-score gap between middle-class and poor students. Yet until the new study, nobody had used the available data to test the assumption that close relationships between parents and schools improve student achievement.
While Robinson and Harris largely disproved that assumption, they did find a handful of habits that make a difference, such as reading aloud to young kids (fewer than half of whom are read to daily) and talking with teenagers about college plans. But these interventions donâ€™t take place at school or in the presence of teachers, where policy makers exert the most influenceâ€”they take place at home.
Whatâ€™s more, although conventional wisdom holds that poor children do badly in school because their parents donâ€™t care about education, the opposite is true. Across race, class, and education level, the vast majority of American parents report that they speak with their kids about the importance of good grades and hope that they will attend college. Asian American kids may perform inordinately well on tests, for example, but their parents are not much more involved at school than Hispanic parents areâ€”not surprising, given that both groups experience language barriers.Â
There are actually quite a few studies that show that homework has no benefit to a child and often does harm. Â For the first time ever, Mark has a teacher that does not believe in homework and I think it has gone a long way towards making this the most successful year Mark has ever had.