It seems like common sense that children do better when parents are
actively involved in their schooling. But how well does the
evidence stack up? The Broken Compass puts this question to the
test in the most thorough scientific investigation to date of how
parents across socioeconomic and ethnic groups contribute to the
academic performance of K-12 children. The study's surprising
discovery is that no clear connection exists between parental
involvement and improved student performance. Keith Robinson and
Angel Harris assessed over sixty measures of parental
participation, at home and in school. Some of the associations they
found between socioeconomic status and educational involvement were
consistent with past studies. Yet other results ran contrary to
previous research and popular perceptions. It is not the case that
Hispanic and African American parents are less concerned with
education than other ethnic groups--or that "tiger parenting" among
Asian Americans gets the desired results. In fact, many low-income
parents across a wide spectrum want to be involved in their
children's school lives, but they often receive little support from
the school system. And for immigrant families, language barriers
only worsen the problem. While Robinson and Harris do not wish to
discourage parents' interest, they believe that the time has come
to seriously reconsider whether greater parental involvement can
make much of a dent in the basic problems facing their children's
education today. This provocative study challenges some of our most
cherished beliefs about the role of family in educational success.
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