Archived: The Educational System in the United States: Case Study Findings

Multiple messages from parents. 
Parents in the United States are likely to stress
the value of education to their children, but they also communicate other cultural
values, particularly those of independence and individuality. One East City high
school student offered the information that both her parents had changed majors
a couple of times when they were in college and would probably be flexible if
she changed her mind about a career. Students also spoke of acceptance of their
own choices; for example, a Springdale student said that his parents ‘‘like to see
me succeed, but if I do not, then it is OK; they are supportive.’’ Parents hope
that children will express themselves as individuals and find roles that com-
plement their personal interests and talents. Adults in the United States may also
harbor some of the same sentiments they fear exist among adolescents: that the
student too focused on academics may be too narrow and less socially acceptable.
A parent who described her two daughters’ academic accomplishments was quick
to point out that they have ‘‘always had other pursuits also’’ such as athletic activi-
ties. Perhaps attempting to draw a well-rounded portrait of them, she explained
that ‘‘they’re not in front of the TV all the time, but they’re not at their books
all the time either.’’
Parental involvement in school. 
Parental involvement in schooling is at its strong-
est in elementary school and declines abruptly in adolescence, with fewer roles
for volunteers in the school and less informal communication between parents
and teachers. As one Springdale parent noted:
I would say that once the kids get to the junior high level that parents in this
community feel more comfortable leaving the child in the hands of the school
professionals and kind of backing off. The parental role is not as visible, espe-
cially at the high school level.
Most schools do have parent-teacher organizations, and some middle school subur-
ban students, in particular, spoke with pride of the role their parents play. As one
explained:
My mom is very active. She’ll be up there in a second if I need her for any-
thing. She joins everything that deals with the school and tries to enroll me
in everything. Like she gets in the PTO and stuff so she can figure out what’s
going on with the school and be a part of the school and a part of my life
at the school.
Others spoke of similar involvement in organizations as well as parental assistance
with field trips. Teachers noted that this has diminished over the years as more
mothers entered the work force and that parents seemed to be working longer
hours to ‘‘keep up or just to make ends meet.’’ In inner-city areas, some parents
spoke of serving as volunteer security guards within the schools. At Metropolitan
School, where the annual turnover in students is 80 percent, school officials had
eliminated the PTO and canceled field trips because of lack of parental involve-

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ment. Parents may also take an interest in the political aspects of schools, as noted
by a 10th-grader at Springdale who said that his parents ‘‘do not know the teach-
ers too well, but they are still very involved with the school, in political organiza-
tions. They go to board meetings every once in a while when there is a hot
topic.’’
For most parents, direct contact with schools is often initiated by the school,
either in the form of an annual school meeting or a note home when a child is
in trouble. Asked what communication was like between his parents and teachers,
a sophomore at Springdale replied:
They have one meeting per year and that is it. But communication lines are
open. There are written progress reports daily or weekly. Teachers have plan-
ning periods where you can call them and the teacher has a phone in each
room. Communication lines are very, very open. And they are used occasion-
ally, and I think that some students’ parents have more communication with
the teachers. My parents hardly ever talk to the teachers.
Most schools schedule an annual open house where parents can meet their chil-
dren’s teachers, and attendance at these events varies by neighborhood. Adminis-
trators at some schools are more sensitive than others to the needs of working
parents and may schedule optional times for those whose schedules may conflict.
Parental handbooks and newsletters are other means of reaching families, and
these varied widely in their level of information, availability, and accessibility.
Nearly all methods of communication with parents presume fluency in the English
language, an unrealistic assumption in most major urban areas. A Mexican student
in West City said that ‘‘My parents used to go to the meetings, but the meetings
are all held in English, so it is kind of hard for them.’’ Parents complained about
this in the two communities studied where the immigrant population is high, and
they praised those schools that had attempted to address the problem.
Parents appreciated schools where they received frequent information and were
quickly alerted if problems arose. One middle school mother in East City com-
mented that the teachers ‘‘watch the children very closely and, if they see a child
not working up to their potential, they are quick to notify the parents. There is
a really good line of communication between teachers and parents here at the
school.’’