Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
Prior to the beginning of the 20th century, formalized schooling was a collaboration between
families and schools. In the late 1800s, the family dynamic was clearly defined by the father’s role of being
the financial supporter of the family, while the mother was to manage and control the home. Within the
context of the societal norm of the time, students were collectively reared by a cooperative of mothers
who provided a nurturing environment for children in community. Accordingly, it was in 1987 that a group
of mothers from across the nation founded the Parent Teacher Association (PTA) to support a healthy
growing relationship between parents and teachers.
This movement was very active in political affairs and worked toward passing laws in support of
children’s right (e.g. child labor laws, food and drugs acts, and housing legislation).
Currently, in 21st century, there has been another major shift in the structure of families. This
days, it is not uncommon to single parent home working numerous jobs to support a basic lifestyle for
their students. By comparison, two-parent homes usually find both mother and father working full-time
in order to financially support their students when it comes to parental involvement in schools, in the
Tradition.
Research has indicated disconnect between parents’ engagement as well as support, in school
activities, and because of this shift, schools has been forced to take much of the responsibility in educating
students, both academically and socially. Consequently, the school system has switched the roles with the
parents and its now granted the integral responsibility of being the primary caregiver of the child, instead
of being mere supporter.
With a high correlation between academic success and parental involvement alternative methods
must be established that will assist parents in supporting their children the current family structures in
place. Schools are now challenged to find creative methods to inform and involve parent on strategies
and techniques to support their students in addition to building a successful partnership between school
and the home (Burns, 1993). Closing the achievement gap in education has continued to be a major topic
of discussion over the last decade. The achievement gap refers to the large disparity in academic
achievement.
In 2001, the federal government created a system that was designed to narrow and eliminate the
gap between all children. The No Child Left Behind (NBLB) Act is a system that is designed to identify and
acknowledge the gaps between students and strategically eliminate them. Title 1 is the cornerstone of
the NCLB Act. Many of the major requirements of NCLB Act, such as teacher requirements and
accountability, sanctions for schools, professional developments and parental involvement are outlined
in Title 1. Nearly ten years later, there is still a significant discrepancy in test scores, which indicates there
is still a flaw in the educational system. Federal policies described in NCLB and Title 1. Require individual
states, districts and schools to directly address the gaps in the educational system.
Through this government initiative, substantial financial support is provided to schools and
districts with socioeconomically disadvantaged students. Another requirement for the schools and
districts to receive the Title 1 funds is that at least one percent of said funds are spent on parental
involvement. Parents, as the students’ primary caregivers, have an enormous impact on their children’s
education in a variety of ways. Districts and schools must learn how to best utilize each parents as a
resource and identify which models of parental involvement are most closely associated with student
achievement. In essence, Title 1 requires parental involvement in school governance, planning and
decision-making, as well as governing committee, at school sites and district levels. The No Child Left
Behind Act of 2001 was designed, in theory, to produce educational reform based on principles that
suggested setting academic standards and measurable goals that are attainable for all students enabling
them to perform at a proficient level of education by 2014.
Statement of the Problem
The purpose of this study was to examine the relationship between parental involvement in academic
activities of their children and academic achievement in primary school students. If parents are aware of
how their involvement and learning activities with their children affects their child’s learning ability and
future, they may be more actively participate in their child’s education.
Theoretical Framework
Whereas parental involvement is not a mandate in public education, it should be seen as
a visible resource based on data revealing the significant impact on student achievements. Parental
involvement in school have a focus of discussion since the mid-1800s with the establishment of the
Parent Teacher Association that was designed to build a healthy supportive relationship between the
Parents and Teachers in an effort to increase student achievement. It has been suggested that through
parental involvement a student may see the importance of education through the lens of their
parents, therefore directly impacting the students’ academic achievement.
This study will be based on the Social and Economic Capital framework and the