PARENTAL INVOLVEMENT IN THE EDUCATION PROCESS

The involvement of parents in the educational process
Parental involvement in education of their children is of paramount importance. From elementary to middle school children in New York City (NYC) have been tested to ensure readiness and mastery of the basics that you learned. However, the question that comes to mind is: Is the testing procedure only for the children taking exams, or a process that involves students, teachers and parents? The answer lies in another, where each person has their own unique role.
A measure of success that students achieve at grade examination is a function of teacher-parent relationship with the students' preparedness. Parents and teachers were equal partners in which the student acts as a catalyst between the two entities. Both groups must formulate a symbiotic relationship for the joint benefit of the students involved. This relationship must begin when the child first enters the class and continue over a period of students in school. During the academic school year, children are tested periodically in all subject areas. Better prepared students, will perform better on exams. Conversely, the less prepared students for exams, the less confidence you will have, which in turn can lead to their low performance.

A paradigm shift in education of the country means that there is little room for failure. Failure, especially in the city and state exams will prevent promotion of children from one class to another. As a result, it is imperative that parents are familiar with the nuances of standardized exams months in advance. Very often, it is noted that the number of parents know the content of the fourth and eight grades standardized English language arts (ELA) curriculum, high school Regents examinations that their children must be taken, or the Scholastic aptitude test (SAT). As a result of lack of acquaintance, the burden lies with the child and teacher. However, should this be the modus operandi for parental involvement in children's education? The answer is no. Parents should be more proactive and directly involved in the education of their children all the steps on the road. Parents should work closely with their children, because children report card is also njihova.Razredu children receive a score that parents received;. It is a known fact extremely stressed parents need to know your children's teachers, not just from picking up and dropping off their children, but through the familiar with the child's needs. The measures aimed at deficits in the child's learning can be fixed right away, because what a child learns in school should be reinforced at home. Moreover, a closer relationship between parents and teachers force children to become more aware of their behavior, which can sometimes interfere with teaching and learning in the classroom.

Not only is the view shared by educators that parental involvement in children's education are more positive than negative impacts that may help to improve schools, but a survey conducted by Rose, Gallup, and Elam (1997) showed that 86% of public i believe that one of the most important ways to improve schools that have more support from parents. This is evident in the performance of students from higher socio-economic backgrounds whose parents are in most cases is more involved and aware of the educational process tends to better not only in the classroom, but on the state exams as well. So, the argument must be demonstrated to parents in low socioeconomic backgrounds that their children can improve performance, although their involvement in children's education procesa.razgovor that children who continue to perform poorly in class and state exam, the higher the risk of falling school (Wood, 1994 ).

2005 - 2010 New York State Education Department (NYSED) State performance plan (SPP) indicates that the student is counted as a dropout, if the last day of required attendance for the school year, the student has 20 consecutive unexcused absences . Interestingly, the correlation is shown in 2010, the National Center for Education statistics (nces) survey which showed that the drop out rate for White and Black children are born larger than their foreign-born counterparts. On the other hand, the trend is opposite for Hispanic children. Foreign-born Latino children are three times more likely to drop out (34.3%) than their native counterparts, whose drop-out rate was 11.5%. Of all the Latin-speaking countries that are listed in the survey, foreign children from El Salvador and other Central American countries have the highest drop-out rate of 41.1% and 40.8% respectively.