Are you a middle school drop-out parent?

Childhood Education, 1997 by Rita Newman

According to a Department of Education survey of more than 12,000 parents of children in the 3rd through 12th grades, parental involvement in the education of their children drops off sharply after elementary school. The report goes on to say that students whose parents do stay involved seem to fare better both academically and socially (Guttman,1995). Children in middle school (from age 11 to early teens) are at a very distinctive developmental stage. Maeroff states that this is probably the only period, outside of infancy, where development occurs so rapidly. And it is at this time that children are often taken from very familiar education settings and moved into a new institution, called junior high or middle school (Maeroff, 1989).

A multitude of research studies in parent involvement conducted in the past 20 years have yielded similar results: parent involvement increases student achievement and self-esteem. Research has shown this to be true in large and in small communities, from preschool through high school, in very poor and in affluent communities, and in urban, rural and suburban communities (Epstein,1995; Goodman,1995; Texas PTA, 1996). Steinberg emphasizes the importance of parents providing a connection between what goes on at home and what takes place at school (Steinberg, 1996).

When a child moves to middle school, parents face the challenge of finding ways to be involved in the new school. The middle school neighborhood has expanded in distance and population. Communication between school and home can take place through letters, phone calls, notices and visits (Admunson, 1992; Daniels, 1996; Epstein, 1996; Goodman, 1995; Louv, 1994; National PTA, 1996; Texas PTA, 1996).

The critical and complex nature of school/family partnerships in middle grades (6-8) is discussed in a study by Rutherford. Rutherford reviews eight lessons that illustrate how middle schools and districts create partnerships that acknowledge the role of the family, school and community in the growth of the child and how these systems interact with positive results. He gives facts and implications that could bring solutions:

Planning and visionary action are critical if home, school and community are to form a partnership that will affect the middle-grade student in a positive way (Rutherford, 1995).

Efforts To Communicate Will Bring Change

Remember that you, as a parent, must strive to demonstrate that you want to be involved in your child's education and become part of the school team. School staff must recognize that parents may not know how to get involved. Aronson described a school that trained staff in communication as a first step. A Parent Network was set up, with a parent acting as a part-time, paid liaison at each school. This continuous contact encouraged parents to come to school and they gradually became more comfortable and involved (Aronson, 1996).

Pearl C. Anderson Middle School in Dallas, Texas, provides another example of a school reaching out to families. Principal Wilber Williams described the efforts to reach the families of all 1,000 students. Buses brought school personnel into the neighborhoods to welcome parents. The principal, administrators and staff members went to five locations to talk about classes, basic school needs, expectations, adult programs, and how to get involved. The school then responded to individual parents and their needs and the buses were used to transport parents for specific programs.

As a result of these initial intense efforts, parents gradually became actively involved in all school activities. Saturday and evening classes now provide parent education programs, from computers to nutrition. Major programs throughout the year include "A Day of Renewal" with aerobics, a clinic with physicians, a food and nutrition session in the cafeteria, a literary review in the library, and a meditation room for stress relief. One of the parents, Stacey Armstrong, said, "As an active parent in the school I have a hands-on idea about peer pressure. I started out volunteering, became a teacher aide, and I'm going to continue my education. My kids see my motivation and are really proud."

Maeroff describes how an introduction to middle school can be taken to the "feeder" elementary schools. He describes a slide presentation that includes a question-and-answer period and a discussion time. The middle school arranged for visits by the elementary students for an orientation in the spring, followed by an assembly program in the fall when school started again. The school also planned small group meetings, encouraging parents and students to become comfortable and productive in a new setting (Maeroff, 1989; Raphael, 1996; Spilman, 1995/96).

The Henry W. Longfellow Career Exploration Academy in Dallas is a 7th- and 8th-grade school with 400 students drawn from nearly 100 elementary schools in the metroplex. The school's curriculum is recognized for placing a special focus on developing students' interests and abilities, while investigating their career options.