Many researches recognized strong positive connection that parents, families and communities share with schools, which play a vital role in the development and education of children (Edwards & Alldred, 2000 ; Richardson, 2009; Sheldon, 2009). The theories given have been supported, and reaffirmed by a number of studies that have shown that good cooperation between schools, homes and the communities can lead to academic achievement for students, as well as to reforms in education.
Research has also shown that successful students have strong academic support from their involved parents (Sheldon, 2009).
When parents and schools work together to support learning, students tend to earn higher grades, attend school more regularly, stay in schools longer, and enroll themselves more in other co-curricular activities.
The evidence holds true for students at both the elementary and secondary level, regardless of the parent’s education, family income, or background. Now the parents are taking greater role in monitoring their children education and have increased their concerns regarding the type and level of education they are getting.
Moreover the school’s positive environment is helping itself and making efforts in reaching out to their student’s families, for cooperation. Also the students who have a strong parental support are more likely to achieve success. All the above specified points alarm’s the need for the active involvement of parents in the education of their children and to have a good positive bond with the schools.