There is ample research providing evidence that parental engagement is the key factor in improving pupil attainment.
For the purposes of this section we decided to point out particularly relevant reports that illustrate the key principles of the effect of parental support of the school curriculum. They are outlined below.
UK Research on the significance of Parental Engagement
UK research supports the thesis of parental engagement in improving the education of pupils from disadvantaged backgrounds and narrowing the gap.
“The immediate focus should be on rolling-out and monitoring the implementation of interventions where there is already good evidence, particularly in the area of parental involvement”– (The role of aspirations, attitudes and behaviour in closing the educational attainment gap by Charlotte Carter-Wall and Grahame Whitfield; 2012; Joseph Rowntree Foundation (JRF) and the supplemental sources cited in the full report).
Studies further endorse that “policies that might help to reduce educational inequalities” must involve the parents and the family home by
• Improving the home learning environment in poorer families (e.g. books and reading pre-school, computers in teen years); and
• Helping parents from poorer families to believe that their own actions and efforts can lead to higher education.” (Poorer children’s educational attainment: how important are attitudes and behaviour? Alissa Goodman and Paul Gregg; 29 March 2010; JRF)
International Scientific Evidence for the SKIPS method
Communication between child and parents where parents share Maths, English and Life Skills with their children is a crucial factor to raising the child’s achievement in these subjects. It will set the child on a path of life-long learning.
The efficacy of the core SKIPS methodology – to create a weekly forum for parents and children to discuss homework and learning in a meaningful and subject relevant manner – is reconfirmed by international studies.
In October 2015 the Science Journal published a study confirming – in relation to Maths – that “when parents and children interact about math story problems—even as little as once a week—children show increased math achievement by the end of the school year. The benefits of occasional math-related interactions are especially apparent for children whose parents are anxious about math”. The increased progression of the children in Maths reached up to three month in just one academic year.
SKIPS Independent Research
We are currently conducting extensive independent research on the effectiveness of the programme in a community wide project in Wolverhampton – it involves 24,000 Numeracy and Literacy books for 12,000 children in 32 state sector schools. The research parameters reflect the latest research, inter alia a paper just published in the Science Journal. This research has been funded by three donors.
We expect to analyse the data over the summer of 2017 and will report on our findings in the autumn of 2017.
2015 Manchester Trial
In the spring of 2015 SKIPS conducted a trial regarding successful implementation strategies specifically designed to avoid “confirmation bias”. It involved the unbiased observation of a range of parental interaction methods involving SKIPS literacy work books in a select group of schools in Manchester. The findings of this trial are due to be published by 15 December 2015.
SKIPS Social Impact Reporting
As a part of our commitment to our stakeholders, communities and sponsors, SKIPS is dedicated to measure and report the social impact of its operations and campaigns. The collection of appropriate data at school level has been formulated in accordance with the theory of change and latest educational research projects.
Please refer to the attached pdf for further reading suggestions.