Recent research shows that numerous barriers to involvement exist for both schools and families. Some barriers are created by limited resources, while others originate from the beliefs, perceptions and attitudes of families and school staff (Liontos, 1992). The most common barriers to family involvement include:

• Lack of teacher time.
• Teachers’ misperceptions of parents’ abilities.
• Lack of understanding of parents’ communication styles.
• Limited family resources, such as transportation and child care.
• Parents’ lack of comfort at the school.
• Tension in relationships between parents and teachers.
• Mobility.
• Lack of vested interest.
• Difficulties of involvement in the upper grades. (Jones, 2001; Baker, 2000; Caplan, 2000; American Association of School Administrators, 1998; Liontos, 1992).

Additionally, Drake (2000) suggests that family involvement programs are often not fully implemented for the following reasons:

• School staff had not been trained to work with families.
• Administrators and teachers worried that increased family involvement would add to their already busy schedules.
• Educators were concerned that closer relationships with families would mean giving up power and decision-making.
• Families were not sure how far they could go in making suggestions or asking questions; they worried that children would be punished for their parents’ actions by a teacher or principal who was annoyed or threatened by the parent.

Previous Research

The Study of Opportunities for and Barriers to Family Involvement in Education is sponsored by the Partnership for Family Involvement in Education, the GTE Foundation, and the U.S. Department of Education. Through a ten-minute telephone interview, the study asks parents of elementary and middle school * students to report on several dimensions of their involvement in their children's education including:

• How parents feel about their opportunities to be involved in their children's schooling
• How schools encourage parental involvement in students' learning
• What additional educational resources parents value, for example, information on college going and the use of after-school programs to enhance learning
• How and what schools communicate to parents about students' learning, for example, the use of technology in learning and communication with families
• What employers do to support parental involvement in schooling

Study participants are drawn from the 1996 General Social Survey, which constructed a nationally representative sample of households to study social indicators in the United States in the Spring of 1996. Each participant was asked to discuss the schooling experiences of one child during the 1996-1997 school year. That child was randomly selected from all of the children enrolled in grades one through eight in a regular school and for whom the participant was a primary caretaker. The preliminary results presented here reflect information collected from approximately two-thirds of parents identified by the earlier survey. Because interviewed parents resemble the full sample on key demographic characteristics, the results below are likely to become more precise as additional interviews are completed, but may not change dramatically. The study is being conducted by the national Opinion Research Center at The University of Chicago.

* Elementary school denotes grades one through four, middle school grades five through eight.

EXECUTIVE SUMMARY:

Parent Survey on Findings on Family Involvement in Education: Parents Say Schools Try to Keep Them Involved, But Much More Work Is Needed.

Findings from a parent survey on family involvement in education were released by the Partnership for Family Involvement in Education, the U.S. Department of Education, and the GTE Foundation. The survey was conducted to develop a better understanding of family involvement in education - an issue that many educational researchers, teachers, parents, and corporate leaders say is the most important ingredient in a good education.

Parent of elementary and middle school students were asked about many aspects of their involvement in their children's education and about how their school keeps them involved. Key survey findings include:

Parents think schools see them as important partners in helping their children learn, and there is plenty of good news about family involvement. 88% of parents report that their children's schools treat them as important partners in encouraging their children to learn, 86% say teachers generally listen to what parents have to say, 66% say teachers give their child homework assignments that are designed for the family to do together at least once a month, 62% of parents say teachers regularly communicate them about their children's progress

But, an overwhelming majority of parents believe that they and their children's teachers should learn more about how they can be effectively involved in their child's education. 79% of parents report that they want to learn more about how to be involved in their children's learning, 77% believe teachers could learn more about involving them in their children's learning

According to parents, elementary schools appear to do better in key aspects of family involvement than do middle schools. Parents of elementary school students report schools do better in the following areas than reported by parents of middle school students: explaining to parents what students should be able to know and do in each subject: (62% of elementary school parents say the school did very well, as opposed to 45% in middle school), inviting parents to observe classes in session: (41% of elementary school parents say they have been invited many times, as opposed to 27% in middle school), discussing with parents a summer reading list for children: (57% of elementary school parents, as opposed to 41% in middle school); inviting parents to participate in school committees or councils more than once or twice: (61% of elementary school parents, as opposed to 46% in middle school)

For many, new technologies remain an untapped resource for schools to communicate with parents. Only 12% reported that the school makes available information through its web site on the Internet on school activities, homework assignments, or student progress. 11% said the school made available information through e-mail and 21% said the school made available information through voice mail.

Most parents are either not involved - or would like to be more involved - in decisions affecting the academic life of the school. Only 13% of parents say they have a lot of input into what subjects are tough, 11% say they have a lot of input into how the school budget is spent, and less than 5% say they have a lot of input into teacher hiring and promotion.

A third of parents said they signed agreements with teachers about how each would support a child's learning. 37% signed an agreement with teachers about supporting learning in the classroom. 32% signed an agreement about how to support learning at home.

SURVEY HIGHLIGHTS:

• Parents express a strong demand for after-school programs: 82 percent of parents have a child who attends an after-school program or would like their child to attend an after school program.
• Computer classes, art and music courses, and community service rank high as activities for after school programs. Of these parents (who enroll their child in an after-school program), 96 percent feel that their child would benefit from an after-school program that included computer technology classes and 92 percent feel that their child would benefit from arts, music and cultural after-school activities. Among middle school parents, 91 percent favor after-school community service or volunteer opportunities for their children.
• Parents want to be partners but are not integrally involved in decisions affecting the academic life of a school. Over 66 percent of parents have no input into teacher hiring and promotion and 25 percent are involved some but believe they should have more say; 56 percent have no input into the amount of time allocated to subjects and 33 percent say they have some say but believe they should have more; 40 percent have no input into the subjects being taught and 44 percent say they have some but believe they should have more; and 39 percent have no input into how the school budget is spent and 46 percent say they have some but believe they should have more. Parents are most involved in setting school discipline practices, not academic policies (77 percent some or a lot).
• Parents want information on college-going. Of the 84 percent of parents who were employed at some time during the last school year, 30 percent had employers who provide information about ways to pay for their children to attend college or receive other education after high school. Seventy-nine percent of working parents reported that having this service was important to them.

Families involved education:
How do parents feel about their involvement in their children's education?

• Parents who want to learn more about how to be involved in their children's learning: All Parents; 79%, Elementary School Parents; 81%, Middle School Parents; 77%.
• Parents who want to be more involved at their children's school: All Parents; 73%, Elementary School Parents; 73%, Middle School Parents; 73%.
• Parents who think their children's teachers could learn more about involving parents in their children's learning: All Parents; 77%, Elementary School Parents; 75%, Middle School Parents; 78%.
• Parents in the Family Involvement Study are eager to increase their involvement in their children's education: 79 percent of parents interviewed report that they want to learn more about how to be involved in their children's learning. Seventy-seven percent of parents also think that their children's teachers could learn more about involving parents in their children's learning.

Involving Parents in the Schooling Process: What are schools doing to bring parents in? (Percent of parents reporting that their schools take the following steps to involve parents:)

• Treat parents as partners in students' learning; All Parents; 88%, Elementary School Parents*; 89%, Middle School* Parents; 87%
• Ask parents how to encourage involvement; All Parents; Informally 63%, Formally 46%, Elementary School* Parents; Informally 67%, Formally 46%, Middle School* Parents; Informally 59%, Formally 47%
• Enable parents to reach children at school; All Parents; 90%, Elementary School* Parents 91%, Middle School* Parents, 90%
• Schedule meetings off of regular business hours; All Parents 78%, Elementary School* Parents 82%, Middle School* Parents 73%
• Try to involve both parents whether or not they live in the same household; All Parents 62%, Elementary School* Parents 62%, Middle School* Parents 61%
• Offer after hours call-in times; All Parents 57%, Elementary School* Parents 59%, Middle School* Parents 56%
• Discuss a summer reading list with parents; All Parents 50%, Elementary School* Parents 57%, Middle School* Parents 41%
• Require parents to sign children's homework each night; All Parents 40%, Elementary School* Parents 47%, Middle School* Parents 32%
• Provide child care during parent-teacher conferences; All Parents 28%, Elementary School* Parents 32%, Middle School* Parents 23%
• Provide a place for parents to meet; All Parents 28%, Elementary School * Parents 30%, Middle School* Parents 26%
• Eighty-eight percent of parents report that their children's schools treat them as important partners in encouraging their children to learn. While schools do many things to involve parents in the schooling process, fewer than half of all parents had been formally asked by school about what assistance they might need to be more involved in their children's learning.

Teachers and Parents Joining Together:
(Percent of parents reporting that:)

• Teachers require parents to sign children's homework each night; All Parents 40%, Elementary School Parents 47%, Middle School Parents 32%
• Parents and teachers signed an agreement to support in-class learning; All Parents 37%, Elementary School Parents 38%, Middle School Parents 37%
• Parents and teachers signed an agreement to support learning at home; All Parents 32%, Elementary School Parents 33%, Middle School Parents 31%.
• Parents and teachers are joining together to recognize that everyone must support learning wherever it takes place, in the classroom or in the home. The 1996-1997 school year began with 37 percent of parents signing agreements with their children's teachers to support in-class learning. Thirty-two percent of parents signed agreements with teachers to support at-home learning. In-class learning meets at-home learning when parents review their children's homework each night as part of a nightly requirement to sign assignments.

• Newsletter; All Parents 76%, Elementary School Parents 80%, Middle School Parents 71%.
• Telephone Calls to Parents; All Parents 70%, Elementary School Parents 71%, Middle School Parents 69%.
• Voice mail; All Parents 21%, Elementary School Parents 17%, Middle School Parents; 26%.
• Community Cable Television; All Parents 20%, Elementary School Parents 20%, Middle School Parents 20%.
• Web Site; All Parents 12%, Elementary School Parents 13%, Middle School Parents; 11%.
• Electronic Mail; All Parents; 11%, Elementary School Parents 11%, Middle School Parents 11%.
• Seventy-six percent of parents reported that their schools used two or more technologies to communicate with parents. While newsletters and telephone calls are the most common ways for schools toe exchange information with parents, schools are now beginning to explore the additional opportunities for interaction afforded by voice mail, web sites and electronic mail.

• Have a child in an after-school program; All Parents 35%, Elementary School Parents 32%, Middle School Parents 39%.
• Pay fees for an after school program; All Parents 18%, Elementary School Parents 19%, Middle School Parents 17%.
• Are interested in free after-school programs; All Parents 79%, Elementary School Parents 77%, Middle School Parents 82%.
• Would pay a fee for an after-school program; All Parents 74%, Elementary School Parents 73%, Middle School Parents 82%.
• Have a child in a school-based summer program; All Parents 18%, Elementary School Parents 20%, Middle School Parents 16%.
• Paid for a school-based summer program; All Parents 10%, Elementary School Parents 10%, Middle School Parents 10%.
• Are interested in a free school-based summer program; All Parents 79%, Elementary School Parents 69%, Middle School Parents 71%.
• Would pay a fee for a school-based summer program; All Parents 74%, Elementary School Parents 71%, Middle School Parents 77%.
• Parents express a strong demand for after-school program: 82 percent of parents have a child who attends an after-school program or would like their child to attend an after school program.

After-School Activities: What do parents want?:
(Percent of parents with children in after-school programs)

• Computer technology classes; Parents who want to or use after-school programs 96%; Elementary School Parents 96%, Middle School Parents 96%.
• Arts, music and cultural programs; Parents who want to or use after-school programs 92%, Elementary School Parents 94%, Middle School Parents 96%.
• Supervised recreational activities; Parents who want to or use after-school programs 85%, Elementary School Parents 86%, Middle School Parents 86%.
• Community service or volunteer opportunities; Parents who want to or use after-school programs 84%, Elementary School Parents 77%, Middle School Parents 91%.
• Basic skills enrichment or tutoring; Parents who want to or use after-school programs 73%, Elementary 72%, Middle School Parents 74%.
• Of these parents (who enroll or would like to enroll their child in an after-school program), 96 percent feel that their child would benefit from an after-school program that included computer technology classes and 92 percent feel that their child would benefit from arts, music and cultural after-school activities. Among middle school parents, 91 percent favor after-school community service or volunteer opportunities for their children.

Expectations and Options:
What information do parents have access to?

• What are school telling parents about?; All Parents; (Percent who schools did 'very well' in sharing) 69%, (Percent of remaining parents who would like to know more:) 25%, Elementary School Parents; (Percent whose schools did 'very well' in sharing:) 71%, (Percent of remaining parents who would like to know more:) 79%, Middle School Parents; (Percent whose schools did 'very well' in sharing:) 67%, (Percent of remaining parents who would like to know more:) 80%
• How students are expected to behave; All Parents; (Percent whose schools did 'very well' in sharing:) 54%, (Percent of remaining parents who would like to know more:) 43%, Elementary School Parents; (Percent whose schools did 'very well' in sharing:) 62%, (Percent of remaining parents who would like to know more:) 92%, Middle School Parents; (Percent whose schools did 'very well' in sharing:) 67%, (Percent of remaining parents who would like to know more:) 94%
• Examples of successful work done by students; All Parents; (percent whose schools did 'very well' in sharing:) 38%, Elementary School Parents; (Percent whose schools did 'very well' in sharing:) 44%, Middle School Parents; (Percent whose schools did 'very well' in sharing:) 31%
• Information about educational options for future high school students: All Parents; (Percent whose schools did 'very well' in sharing:) 29%, (Percent of remaining parents who would like to know more:) 87%, Elementary School Parents; (Percent whose schools did 'very well' in sharing:) 0%, (Percent of remaining parents who would like to know more:) 0%, Middle School Parents; (Percent whose schools did 'very well' in sharing:) 29%, (Percent of remaining parents who would like to know more:) 87%.
• How employers helping to inform parents? (84 percent of study participants were employed at some point during the school year. Of them: All Parents; (Percent of employed parents who value:) 79%, (Percent whose most recent job included:) 30%, Elementary School Parents; (Percent of employed parents who value:) 82%, (Percent whose most recent job included:) 28%, Middle School Parents; (Percent of employed parents who value:) 76%, (Percent whose most recent job included:) 32%.

• Sixty-nine percent of parents rated their schools as doing 'very well' in letting parents know how students are expected to behave in the classroom. Fewer (56 percent) gave the same 'very well' rating about how well schools let parents how what children should know and be able to do at their grade level in each subject. Less satisfied parents are more interested in learning more about achievement goals than about discipline issues. As with achievement goals, the demand from middle school parents (87 percent) to know about educational options for future high school students greatly outstripped the supply of middle schools who communicate these options 'very well' (29 percent).