An investigation was performed to explore the factors surrounding parental contribution in education, from its definition, to its role, relevance, and status. The report also looks at the relevance of a family's socio economic status on parental contribution, and explores the reasons or 'roots' of this relevance, what is revealed to be a significant factor, through previous research and also through a small scale research part of this study. The research performed aimed to compare the difference in attitudes between teachers of a comprehensive school within a society which is considered to be a generel 'low income' community, and a relatively expensive public school. The results of the empirical work, as predicted, suggests that the teachers of a public school have a more positive attitude regarding parental contribution within their school, in comparison with teachers' of a comprehensive school. This may suggest, as previous research does, that parents in a 'low income' society are less actively involved with their children's education, and this report looks at, amongst above mentioned factors, the reason for why this may be the case.
Previous research reveal clear evidence that emphasises the importance of parental contribution in education, not only for student performance at school, but for a students quality of life, stretching from social development to the student's future career success.
It is commonly argued that students with parents who are involved in their school tend to have fewer behavioral problems and better academic performance, and are more likely to complete secondary school than students whose parents are not involved in their school . Parental involvement also allow parents to monitor school and classroom activities, and to coordinate their efforts with teachers.
Research show that teachers of students with highly involved parents tend to give greater attention to those students, and they...