Parent Involvement and the Stress of Tests:  A New Look at Two Old Questions

Parent Involvement:  A Formula for Student Success
It’s a fact:  parental involvement in a child’s education is a clear indicator of student success. Children of involved parents have better social skills, attend school regularly, and complete more homework.  It has even been shown that students who have the benefit of parental involvement earn higher grades and are more likely to graduate from high school and go on to college. This may seem like an obvious and somewhat insignificant goal, but consider this: a high school diploma increases job opportunities and the ability to support a family on a living wage (AEE, 2007). 

In fact, a household headed by a high school graduate may accumulate 10 times more wealth than one headed by a high school dropout.  Those with some college but no degree accumulate 20 times as much wealth as high school dropouts, and those with college degrees accumulate more than 90 times as much wealth (Bridgeland, Dilulio, & Morison, 2006).

In addition to providing concrete ideas about the relationship between high school completion and earning capacity, parents also need to create an atmosphere at home that encourages creativity, responsibility, curiosity, and critical thinking.  It’s not enough to insist that homework be done, involved parents also need to nurture their child’s interests and ambitions.   In this regard, effective communication between parents and children is paramount.  Parents need to actively engage their child in open-ended, judgment-free discussions about their child’s hopes and dreams.

But what about parents of children with special needs—does parent involvement matter as much with a child who has a learning disability or a social, emotional, or behavioral disorder?  Doesn’t the school know best when it comes to how a child learns—aren’t they the experts?  Well, yes and no.  Educators may be the experts in content areas and classroom management, but parents know what their children are capable of accomplishing.   Involved parents will likely make sure that when problems do arise, the need for early intervention strategies that appropriately address their child’s needs will be pursued at the earliest possible moment (Henderson & Berla, 1994). For example, parents of children with special needs are often able to offer invaluable input when their child’s IEP (Individualized Education Plan) goals are being developed because they know best how their child learns. 

In addition to providing support to their children directly, parents can also become involved at the district level by joining their district’s Special Education Advisory Council (SEAC).  Each school district will have a SEAC since it’s required by state law, but how active and effective the SEAC is will depend on the parents involved. According to the Minnesota Department of Education, SEACs are specifically meant to “serve as an advisory group to increase the involvement of parents of children with disabilities in making recommendations regarding special education policy issues.”  By bridging the gap between schools and families, SEACs promote cultural understanding and seek to prevent over-identification of specific groups of children as needing special education services (MDE, 2003). 

Tips to Manage Standardized Testing Stress
Parents may question the value of their child taking the statewide comprehensive assessments, however, in Minnesota to be eligible for a standard high school diploma from a public school, all students must participate in the Minnesota Comprehensive Assessments (MCA). (See box above "Accommodations, Modifications, and Alternate Assessments.")  These assessment tools help the Minnesota Department of Education (MDE) assess each school’s strengths and weaknesses, and they measure adequate yearly progress (AYP), which is required by the federal No Child Left Behind Act of 2001.  Whether a parent agrees with or supports these testing requirements, MCAs are a fact of life.   The good news is that there are things parents can do to help their child manage the statewide tests. 

Probably the most important yet most-often violated rule of test-taking is to avoid cramming the night before the test.  Instead, establish a structured environment that encourages good study habits all year round.  Encourage daily skill-building and practice by making time and space at home for daily homework to be completed.  Help your child keep up with the demands of homework by discussing their workload and helping them to manage their time. Use cues to keep your child on track, divide tasks into manageable steps, and review lessons for tests.  Monitoring and reviewing homework frequently can also help you figure out when your child is frustrated with homework earlier rather than later.

There are also several things parents can do to reduce the anxiety their child feels as the testing approaches.  Be sure to mark test days on a calendar so you can plan time for physical activity and time to relax before bedtime on the day before the test.  Then make sure your child gets plenty of sleep and wakes up in time for a nutritious breakfast.

Whether your child has an IEP or not, perhaps the most meaningful thing any parent can do with regard to testing is to avoid overemphasizing the tests, since this can lead to test-taking anxiety. Remember, tests don’t measure your child’s worth, they are simply a tool used by schools and agencies to get a sense of how well things are going for students academically.