Parent Proficiency Levels for Student Academic Success

By Dr. Lourdes Ferrer LEVEL

Exemplary Proficiency Parents go beyond proficiency by demonstrating a sense of responsibility regarding their childrens school improvement efforts. They assume leadership roles in their childrens schools. Teachers perceive these parents as highly motivated advocates who often go beyond expectations to help the school accomplish its mission and goals. Target Proficiency

Parents provide for their childrens basic needs and consistently create a home environment which is conducive to learning to support their childrens academic success. They make reading a family norm, supervise homework and connect productively with teachers. They build character traits conducive to academic success such as responsibility, persistence, a strong work ethic, and the ability to delay gratification. Teachers perceive these parents as integrated partners in the childs academic development. Limited Proficiency

Parents provide for their childrens basic physical, emotional and social needs but have limited involvement in their childrens education. Because of an inconsistent level of involvement, teachers perceive these parents as having unmet potential for improving their childrens learning outcomes.

Marginal Proficiency

Parents meet their childrens basic physical, emotional and social needs, but do not believe they need to play a significant, direct role in their childrens education. Teachers have little success motivating these parents to do much beyond sending their children to school.

Sub-Par Proficiency

Parents play a limited role in the childrens lives. Children practically live on their own in the more extremely negative circumstances. This situation is more rare in the United States and more prevalent in under-developed countries.
Copyright 2011 Dr. Lourdes Ferrer www.drlourdes.net