Developing the most promising parental involvement interventions
This project was a review of the international evidence linking interventions to improve parental engagement in their children's education with improved attainment.
The review illustrated that there is not yet enough evidence that any intervention will work, and also that a far higher standard of basic evaluation is required, and should be expected by those who commission and fund research.
- There is no good-quality evidence that parental involvement interventions result in improved educational outcomes, in most age groups and for most approaches.
- The 68 studies that met minimum criteria for inclusion present a mixed and far from encouraging picture for the success of parental involvement interventions. Of the seven studies rated medium quality, four evaluated the same two interventions and suggested positive effects on attainment. One study concluded the programme in question had no effect on attainment, and two evaluations found that the relevant parental involvement programmes may have had a negative effect on the children’s attainment.
- With that caveat, the most promising phase for parental intervention is pre-school and preparation for primary school.
What do rigorous evaluations tell us about the most promising parental involvement interventions? A critical review of what works for disadvantaged children in different age groups, Beng Huat See and Stephen Gorard (Nuffield Foundation 2013)
- Parenting interventions that improve disadvantaged children’s life-chances
- Using eye-tracking technology in the community to assess babies' development
- Timely disclosures mean timely interventions for young offenders and victims
- Evaluating an innovative classroom reading intervention in Years 2 and 3
- Public funding of early years education in England
- Multidimensional child poverty and disadvantage
- Inequalities in child welfare intervention rates