Desimone (1999) defined student achievement as either grades in the classroom or standardized test scores, "parent-school involvement variables accounted for almost twice as much of the variation in grades than in test scores," meaning that more change in student grades than in students' standardized achievement test scores was attributed to parent involvement variables (p. 19).

While there is little debate that communication between school and home with parent/guardian involvement being the key to student success is important, it is interesting to see how electronic grade books have taken on this task of connection.

The literature on the topic of electronic grade books promoting home/school connection is wide and vast, but there is little to no literature on one of the possible side effects of the use of electronic grade books which is the reduction of student independence and self-sufficiency.

Working in Higher education, I have seen the effects of parents being overly involved in their children’s education. Parents are always calling me and asking about how their student is progressing and what are their grades. Parents have been in constant contact with teachers and have had unlimited access to their students’ grades and assignments through the use of electronic grade books that students have lost the following student skills, such as time management, consequences, and independence that they learn by being independent and responsible for their education which are essential to preparing them for life.

Time management- with parents having access to electronic gradebooks, they have been the reinforcement for students to complete work when their parents tell them to. This has reduced some student’s ability to plan and manage their own time to complete assignments and doing their work when their parents tell them too.
Consequences-electronic grade books have caused students to be less effected by consequences because often time’s parents are helping students evade consequences by asking for extensions on work or even doing the work for the students so that it is not late or so the student will not receive a bad grade.
Independence- with electronic grade books students are becoming more dependent on their parents/guardians to see what and when assignments are due, which in turn does not make the student personally responsible and motivated to be independent.

To further this idea and in reference to Desimone (1999) I cannot deny that parent involvement is great at the elementary and high school level. Students do succeed when they have support at home, but at what cost. This technology seems to have created struggling students with the skills necessary to succeed educationally and in life.

To an additional layer, how has this technology actually increased knowledge especially when many many parent are actually completely the work for their student?

References: 

Desimone, L. (1999). Linking parental involvement with student achievement: Do race and income matter? The Journal ofEducational Research, 93, 11-30.