Here is an excerpt from an article written by Tom Friedman and featured in the November 20, 2011, issue of  The New York Times. To read the complete article, please click here.

*     *     *

In recent years, we’ve been treated to reams of op-ed articles about how we need better teachers in our public schools and, if only the teachers’ unions would go away, our kids would score like Singapore’s on the big international tests. There’s no question that a great teacher can make a huge difference in a student’s achievement, and we need to recruit, train and reward more such teachers. But here’s what some new studies are also showing: We need better parents. Parents more focused on their children’s education can also make a huge difference in a student’s achievement.

How do we know? Every three years, the Organization for Economic Cooperation and Development, or O.E.C.D., conducts exams as part of the Program for International Student Assessment, or PISA, which tests 15-year-olds in the world’s leading industrialized nations on their reading comprehension and ability to use what they’ve learned in math and science to solve real problems — the most important skills for succeeding in college and life. America’s 15-year-olds have not been distinguishing themselves in the PISA exams compared with students in Singapore, Finland and Shanghai.

To better understand why some students thrive taking the PISA tests and others do not, Andreas Schleicher, who oversees the exams for the O.E.C.D., was encouraged by the O.E.C.D. countries to look beyond the classrooms. So starting with four countries in 2006, and then adding 14 more in 2009, the PISA team went to the parents of 5,000 students and interviewed them “about how they raised their kids and then compared that with the test results” for each of those years, Schleicher explained to me. Two weeks ago, the PISA team published the three main findings of its study:

“Fifteen-year-old students whose parents often read books with them during their first year of primary school show markedly higher scores in PISA 2009 than students whose parents read with them infrequently or not at all. The performance advantage among students whose parents read to them in their early school years is evident regardless of the family’s socioeconomic background. Parents’ engagement with their 15-year-olds is strongly associated with better performance in PISA.”

Schleicher explained to methat “just asking your child how was their school day and showing genuine interest in the learning that they are doing can have the same impact as hours of private tutoring. It is something every parent can do, no matter what their education level or social background.”

For instance, the PISA study revealed that “students whose parents reported that they had read a book with their child ‘every day or almost every day’ or ‘once or twice a week’ during the first year of primary school have markedly higher scores in PISA 2009 than students whose parents reported that they had read a book with their child ‘never or almost never’ or only ‘once or twice a month.’ On average, the score difference is 25 points, the equivalent of well over half a school year.”

Yes, students from more well-to-do households are more likely to have more involved parents. “However,” the PISA team found, “even when comparing students of similar socioeconomic backgrounds, those students whose parents regularly read books to them when they were in the first year of primary school score 14 points higher, on average, than students whose parents did not.”

The kind of parental involvement matters, as well. “For example,” the PISA study noted, “on average, the score point difference in reading that is associated with parental involvement is largest when parents read a book with their child, when they talk about things they have done during the day, and when they tell stories to their children.” The score point difference is smallest when parental involvement takes the form of simply playing with their children.

These PISA findings were echoed in a recent study by the National School Boards Association’s Center for Public Education, and written up by the center’s director, Patte Barth, in the latest issue of  The American School Board Journal.

*     *     *

To read the complete article, please click here.

Thomas L. Friedman won the 2002 Pulitzer Prize for commentary, his third Pulitzer for The New York Times. He became the paper’s foreign-affairs Op-Ed columnist in 1995. Previously, he served as chief economic correspondent in the Washington bureau and before that he was the chief White House correspondent. In 2005, Friedman was elected as a member of the Pulitzer Prize Board.

Friedman joined The Times in 1981 and was appointed Beirut bureau chief in 1982. In 1984 Friedman was transferred from Beirut to Jerusalem, where he served as Israel bureau chief until 1988. Friedman was awarded the 1983 Pulitzer Prize for international reporting (from Lebanon) and the 1988 Pulitzer Prize for international reporting (from Israel).

Friedman is the author of From Beirut to Jerusalem, which won both the National Book Award and the Overseas Press Club Award in 1989.  The Lexus and the Olive Tree was the winner of the 2000 Overseas Press Club Award for best non-fiction book on foreign policy. His 2002 book Longitudes and Attitudes: Exploring the World After September 11, consists of columns he published about the attacks.  The World is Flat: A Brief History of the Twenty-first Century, issued in April 2005 and updated in 2006 and 2007, received the inaugural Goldman Sachs/Financial Times Business Book of the Year Award.

Hot, Flat, and Crowded was published in 2008, and a paperback edition was issued a year later.  His sixth and most recent book, That Used to Be Us: How American Fell Behind in the World We Invented and How We Can Come Back, co-written with Michael Mandelbaum, was released in September 2011.

Born in Minneapolis on July 20, 1953, Friedman received a B.A. degree in Mediterranean studies from Brandeis University in 1975. In 1978 he received a Master of Philosophy degree in Modern Middle East studies from Oxford. He is married and has two daughters.