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Parental Involvement in Children’s Education

Parental Involvement in children s EducationNick Moon and Claire IvinsNOP Social and PoliticalResearch Report RR589 RESEARCH Research Report No 589 Parental Involvement in children s Education Nick Moon and Claire Ivins NOP Social and Political The views expressed in this report are the authors and do not necessarily reflect those of the Department for Education and Skills. NOP Social and Political 2004 ISBN 1 84478 335 9 Contents 1 Executive Summary .. 1 Background .. 1 Summary of Research Method .. 1 Summary of Findings Main sample .. 2 General Involvement .. 2 Attendance .. 4 Home learning .. 5 Communications with school .. 6 Overview of impact of social class .. 7 Summary of Main Findings Minority Ethnic Group Booster Sample .. 8 General Involvement .. 8 Attendance .. 10 Home 10 Communications with school.

Research Report No 589 Parental Involvement in Children’s Education Nick Moon and Claire Ivins NOP Social and Political The views expressed in this report are the authors’ and do not necessarily reflect those of the Department for Education and

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Transcription of Parental Involvement in Children’s Education

1 Parental Involvement in children s EducationNick Moon and Claire IvinsNOP Social and PoliticalResearch Report RR589 RESEARCH Research Report No 589 Parental Involvement in children s Education Nick Moon and Claire Ivins NOP Social and Political The views expressed in this report are the authors and do not necessarily reflect those of the Department for Education and Skills. NOP Social and Political 2004 ISBN 1 84478 335 9 Contents 1 Executive Summary .. 1 Background .. 1 Summary of Research Method .. 1 Summary of Findings Main sample .. 2 General Involvement .. 2 Attendance .. 4 Home learning .. 5 Communications with school .. 6 Overview of impact of social class .. 7 Summary of Main Findings Minority Ethnic Group Booster Sample .. 8 General Involvement .. 8 Attendance .. 10 Home 10 Communications with school.

2 11 2 13 Background to the survey .. 13 3 The Main Sample: Sample 14 Household 14 Respondent selection .. 14 15 Marital status .. 15 Respondent 15 Ethnicity .. 15 Respondent working status .. 16 Parents Education and social class .. 17 children in the household .. 18 School year of selected child .. 19 Age of reference 20 Gender of selected 20 Special Education needs .. 20 Access to internet .. 22 Previous work experience in 22 4 The Main Sample: Main findings and Trends .. 24 General Involvement .. 24 The subjective measure: how involved do parents feel? .. 24 Who is more involved in your child s school life? .. 27 Practical Involvement in child s school .. 28 Barriers to Involvement .. 32 Responsibility for Education ..34 Attitudes towards 35 Attendance.

3 38 Home 40 Importance of helping with homework ..40 Frequency of helping with homework ..42 Confidence in helping with homework ..44 Parent s own importance in child s learning at home .. 47 Activities done to help children with their learning .. 49 Parents 62 Supporting schools Communications with school .. 63 Communication on different subjects .. 63 Parents confidence when talking to teachers / support 67 Ways of getting information .. 69 Frequency of communication from school .. 70 5 The minority ethnic group booster sample: Sample Demographics .. 74 Household 74 The sample 75 Marital status .. 75 Partner in 76 Age of parents/carers in the survey .. 77 Ethnicity .. 78 Working 78 Education and social class .. 79 79 School year of 79 Age of selected child.

4 81 children in the 81 Special Education needs .. 81 Access to internet .. 82 Previous work experience in 82 6 The Minority Ethnic Group Booster Sample: Main Findings and Comparisons83 General Involvement .. 83 The subjective measure: how involved do parents feel? .. 83 Who is more involved in your child s school life? .. 89 Practical Involvement in child s school .. 91 Ways in which parents would like to be more involved .. 101 Barriers to Involvement .. 102 Responsibility for Education .. 103 Attitudes towards 106 Attendance .. 109 Home 110 Importance of helping with homework .. 110 Frequency of helping with homework .. 113 Confidence in helping with homework .. 116 Parent s own importance in child s learning at home .. 119 Activities done to help children with their learning .. 120 Parents 126 Supporting schools 126 Communications with school.

5 127 Communication on different subjects ..127 Parents confidence when talking to teachers / support 130 Ways of getting information .. 130 Frequency of communication from school .. 132 Page 1 1 Executive Summary Background In October 2003, the Department for Education and Skills (DfES) commissioned NOP Social and Political to carry out a survey of parents and carers of children aged 5-16 attending maintained schools, in order to assess parents and carers levels of Involvement in their children s Education . This followed an earlier survey of parents and carers carried out for DfES by BMRB in 2001. Summary of Research Method A telephone survey of 2,021 parents and carers of children aged 5-16 attending maintained schools, in households containing two parents or carers, and living in England was carried out by NOP World between 27 January and 10 March 2004.

6 Suitable households were identified by carrying out a screening exercise at a random sample of telephone numbers belonging to English Government Office Regions. This survey is referred to as the Main Sample and in it, quotas were set to ensure that half the parents and carers interviewed were men and half were women. In addition, and at the same time, a telephone survey of 1,721 parents and carers of children belonging to particular minority ethnic groups was carried out. The minority ethnic groups included in this sample were Black African, Black Caribbean, Pakistani, Bangladeshi and mixed heritage. These children also had to be aged 5-16 and attending maintained schools. Suitable households for this survey were identified by carrying out a screening exercise at a sample of telephone numbers belonging to addresses in postcode sectors which the 2001 Census identified as having at least 30% of residents belonging to one or more of the minority ethnic groups of interest.

7 Again all the postcode sectors had to fall within English GORs. This survey is referred to as the Minority Ethnic Group Booster Sample and lone parents or carers were not excluded from this survey (forming 32% of respondents). No quotas were set on gender and the sample breaks down into 71% men and 29%, women. Of those in two parent households, though, the same proportion as the main sample had ever worked in a school (23%). Page 2 Summary of Findings Main sample Throughout the report, only statistically significant differences are reported, unless otherwise stated. General Involvement The vast majority of the parents and carers say they feel very (38%) or fairly (51%) involved in their child s Education Comparing the findings of the current survey with the findings of a similar survey carried out for the Department for Education and Employment in 2001 by BMRB, the proportion of parents and carers feeling very involved in their children s Education has increased from 29% to 38%.

8 However, it is more complicated as to what claimed levels of Involvement really mean, comparing different groups. Women, those working part-time, those who had worked in a school, those for whom the reference child is at primary school and those who think the primary responsibility for children s Education largely or partially lies with parents are all more likely to claim to be very involved. This is borne out by subsequent questions about actual Involvement . Thus the lower level of Involvement claimed by men, for example, is reflected in lower proportions involved whenever they have the opportunity in going to parents evenings, helping with fund-raising activities, helping with dinner duties and school trips and helping out in class. Men are also less likely to help with their child s homework on every occasion. Page 3 Those in social class D and E (ie those from households where the Chief Income Earner s occupation is an unskilled manual job or the Chief Income Earner is dependent on state benefits only) are also slightly more likely to say they feel very involved1.

9 Yet only for helping with dinner duties and school trip is actual Involvement by those in social class DE any higher than other groups, whilst speaking English as a first language makes similarly little difference. Thus variations in claimed Involvement for these groups appear to reflect not so much actual differences in Involvement but simply different perceptions of what being very or fairly involved means. That expectations about Involvement in their child s Education are lower is confirmed by the later findings that DEs, those not working and Asian respondents are the most likely to definitely agree that they know everything they need to know about their child s Education , despite the fact that children s educational attainment is often lower for these groups. From this, two possible ways of increasing Parental Involvement are suggested. One is to aim to change perceptions about whether responsibility for a child s Education lies primarily with the school or parents, affirming the important role parents have to play.

10 The second is to try to increase perceptions or expectations of what level of Parental Involvement is possible and desirable, among those who did not grow up in the UK and/or who had low levels of educational achievement themselves. Three in ten (29%) of parents and carers feel they and their partner are both equally involved in their child s school life; 43% say they personally are more involved and 28% that their partner is more involved. 1 1 The social classification system used for this survey was the market research social class coding, developed originally by the advertising industry and now maintained by the Market Research Society. The classification is a household one, based on the current or previous occupation of the chief income earner in the household.


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