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Promoting Parental Involvement in Schools : Evidence from Two Randomized Experiments / Felipe Barrera-Osorio.
World Bank Open Knowledge Repository (formerly "World Bank E-Library Publications") Available online
View online- Format:
- Book
- Government document
- Author/Creator:
- Barrera-Osorio, Felipe.
- Series:
- Policy research working papers.
- World Bank e-Library.
- Language:
- English
- Subjects (All):
- Education.
- Education and Society.
- Education For All.
- Educational Institutions and Facilities.
- Effective Schools and Teachers.
- Indigenous Population.
- Learning Outcomes.
- Parental Involvement.
- Patent Association.
- Schools.
- Trust.
- Local Subjects:
- Education.
- Education and Society.
- Education For All.
- Educational Institutions and Facilities.
- Effective Schools and Teachers.
- Indigenous Population.
- Learning Outcomes.
- Parental Involvement.
- Patent Association.
- Schools.
- Trust.
- Physical Description:
- 1 online resource (56 pages)
- Other Title:
- Promoting Parental Involvement in Schools
- Place of Publication:
- Washington, D.C. : The World Bank, 2020.
- System Details:
- data file
- Summary:
- Parental involvement programs aim to increase school-and-parent communication and support children's overall learning environment. This paper examines the effects of low-cost, group-based parental involvement interventions in Mexico using data from two randomized controlled trials. The first experiment provided financial resources to parent associations. The second experiment provided information to parents about how to support their children's learning. Overall, the interventions induced different types of parental engagement in schools. The information intervention changed parenting behavior at home - with large effects among indigenous parents who have historically been discriminated and socially excluded - and improved student behavior in school. The grants did not impact parent or student behaviors. Notably, the paper does not find impacts of either intervention on educational achievement. To understand these 0 effects, the paper explores how social ties between parents and teachers evolved over the course of the two interventions. Parental involvement interventions led to significant changes in perceived trustworthiness between teachers and parents. The results suggest that parental involvement interventions can backfire if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.
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