Research indicating a strong link between parental involvement and student performance is prompting renewed debate over the role of families in education policy, as concerns grow among Oklahoma parents about their influence over school decisions.
Dr. John Cox, superintendent of Peggs Public Schools and a candidate for State Superintendent of Public Instruction, has set out his position in a recent article arguing that closer collaboration between parents and educators is essential to improving academic outcomes.
Cox frames the issue as both an evidence-based priority and a structural challenge within the current education system. He writes, “One of the most important lessons I’ve learned in 40 years of education is this: Schools succeed when parents and teachers work together.”
He adds, “That’s not an opinion. It’s backed by decades of research.”
Studies cited in his article suggest that students with actively engaged families tend to demonstrate stronger academic performance, improved attendance, and better behaviour. According to Cox, the consistency of these findings underscores a broader point: “When families are engaged, students succeed. When families feel disconnected from schools, outcomes suffer.”
Despite this, he argues that many parents across Oklahoma feel excluded from key decisions affecting their children’s education, a trend he believes must be addressed.
“Unfortunately, too many Oklahoma parents today feel like outsiders in decisions affecting their children’s education. That must change,” he states.
A central theme of Cox’s argument is that parental engagement begins well before formal schooling. He writes, “Parents and guardians are a child’s first teachers, shaping their curiosity, values, and motivation to learn.”
From a policy perspective, this places emphasis on schools recognising families as active partners rather than peripheral stakeholders. Cox suggests that such an approach has measurable benefits, noting that research shows parental involvement improves outcomes “regardless of income level, race, or background.”
“It means improving education is not just about policy – it’s about building relationships,” he writes.
However, Cox identifies a gap between this principle and current practice, pointing to concerns among parents about limited transparency in school systems. He notes that families often seek clearer communication around curriculum and student performance.
“They want clear information about curriculum. They want to understand how their child is performing academically. And they want their voice respected,” he writes.
In response, Cox argues that rebuilding trust between schools and communities should be a priority for education leaders. “As State Superintendent, I believe rebuilding trust between schools and families must be a top priority,” he says, adding that this should begin with improved communication.
“Parents should have access to clear, understandable information about their child’s progress, not confusing reports that arrive months after testing is complete.”
Beyond parental engagement, Cox also highlights the role of teachers in shaping effective education policy. He argues that educators’ practical experience is often overlooked in decision-making processes.
“Too often, education policy is created far away from classrooms by people who have never taught a lesson or managed a classroom,” he writes.
He adds, “Teachers are professionals. They bring valuable expertise and real-world experience that should shape policy decisions.”
Among the proposals outlined is the creation of teacher advisory groups spanning different grade levels and subject areas, designed to provide input on curriculum and instructional strategies.
“One idea I support is the creation of teacher advisory groups across grade levels and subject areas to provide guidance on curriculum, assessments, and instructional strategies,” Cox says.
He further emphasises that effective policy should be grounded in frontline experience: “The best education policies come from listening to the people doing the work every day.”
Cox concludes by linking strong school-family partnerships to broader community outcomes. He argues that collaboration between parents, teachers, and school leaders contributes not only to student achievement but also to increased public confidence in education systems.
“When parents, teachers, and school leaders work together, the entire community benefits,” he writes, adding, “Students learn more. Teachers feel supported. And public trust in education grows.”
Looking ahead, Cox positions relationship-building as a defining factor in the future of education in the state. “The future of Oklahoma education will not be determined by politicians in Oklahoma City. It will be determined by the relationships built inside our schools and communities.”
He concludes with a call for collective action: “Parents. Teachers. Students. Working together.”
“If we want stronger schools, higher academic achievement, and restored trust in education, the path forward is clear. Partnership isn’t just good policy. It’s the foundation of student success.”
