he school is to reverse this trend. These schools are often mandated to undergo a formal process of school improvement. These plans include parental involvement to increase student achievement.
Doss (1998) reported his theory that parents need to be involved in school improvement plans and a lack of this involvement is the piece of the puzzle that is missing in schools that require improvement. Doss did not substantiate this theory with empirical findings. Instead, Trotman (2001) reported support for this theory: legislation legally mandates that educators establish relationships with parents. Research has shown that student behavior is positively affected when parents are involved. The Goals 2000: Educate America Act includes legislation that strengthens parent-school-community partnerships and increases parent involvement in learning.
Osborne and de Onis (1999) reported findings from existing literature: since research shows a link between parent and family involvement and increased student achievement, one of the eight National Education Goals is to increase parent involvement. The National Standards for Parent/Family Involvement Programs are to be applied in each school district (Standard II: Parenting). These standards demand that school boards fully accept parent and family involvement and work with school administrators in the development of a plan to promote and monitor this parent involvement (Osborne & de Onis, 1999).
Parental Involvement in Early Schooling
La Paro, Kraft-Sayre, and Pianta (2003) reported even the transition from preschool to kindergarten requires parent involvement. This notion was supported by The National Center for Early Learning and Development's Kindergarten Transition Project. This project was implemented with 80 high-risk children and families and included the use of family workers who were employed by the school. These parents and family members helped with transition ac...