In a recent opinion piece in the New York Times, Angel Harris and Keith Robinson, both academic sociologists (and authors of The Broken Compass), review research on the impact of parental involvement on the academic success of their children. Their research—analyses of longitudinal studies that tracked children over three decades—found that “most forms of parental involvement yielded no benefit to children’s test scores or grades, regardless of racial or ethnic background or socioeconomic standing”.
The authors conclude that some forms of parental involvement might benefit certain children, but that the more important impact parents can have is by communicating the value of education. They conclude “What should parents do? They should set the stage and then leave it.”