Catholic academic institutions must not be isolated from the world; they must be able to enter with courage in the Areopagus of present-day cultures and engage in dialogue, aware of the gift they have to offer everyone.”
- Pope FrancisResearchers have evidence for the positive effects of parent involvement on children, families, and school when schools and parents continuously support and encourage the children's learning and development (Eccles & Harold, 1993; Illinois State Board of Education, 1993). According to Henderson and Berla (1994), "the most accurate predictor of a student's achievement in school is not income or social status but the extent to which that student's family is able to:
- Create a home environment that encourages learning
- Express high (but not unrealistic) expectations for their children's achievement and future careers
- Become involved in their children's education at school and in the community (p. 160)
- Parents increase their interaction and discussion with their children and are more responsive and sensitive to their children's social, emotional, and intellectual developmental needs.
- Parents are more confident in their parenting and decision-making skills.
- As parents gain more knowledge of child development, there is more use of affection and positive reinforcement and less punishment on their children.
- Parents have a better understanding of the teacher's job and school curriculum.
- When parents are aware of what their children are learning, they are more likely to help when they are requested by teachers to become more involved in their children's learning activities at home.
- Parents' perceptions of the school are improved and there are stronger ties and commitment to the school.
- Parents are more aware of, and become more active regarding, policies that affect their children's education when parents are requested by school to be part of the decision-making team.