by
Jessica Scott Dunda
Nova Southeastern University
February 1, 2011
Introduction
The background rationale for this study was in understanding why parent involvement drops off when children reach middle school age. When parents are involved in their child’s education, student achievement increases. When students enter middle school, a decrease in parent involvement and a decrease in student achievement tend to rise in some sub populations.
Two sub populations in the study were Special Education students and Low Income Family households. These two sub-group’s children had a decreased achievement level and decreased parental involvement rate when student’s reached middle school. So what is the reason? What happens between elementary and middle school that may lead to this behavior. Is it reversible? Is one party at fault? This study attempts to look at why student achievement decreased alongside parental involvement decreasing in middle school aged students.
Methods
(Focus groups) Parent focus groups were compiled. One set of parents were from ‘academically successful’ students and the other set of parents were of students who had ‘high referral rates and were academically disadvantaged.’ The researchers used a qualitative, action research model, engaging parents in a survey about their beliefs of barriers as a parent to their child’s education or achievement. The problem of the study is ‘barriers to student achievement.’
Twenty-nine parents of students from a rural middle school were surveyed. ‘Purposeful and convenience sampling’ were used for participants. 13 of the 16 parents from the first focus group (academically disadvantaged) were available for the study. The parents were recorded after being asked pre-arranged questions. The authors of the study interacted with the groups, listening and asking questions to further conversation. Later the video, audio and notes were analyzed using inductive analysis.
Three questions were asked which all dealt with barriers to education issues. What are main barriers and what are parents and community resources to combat the barriers. The researchers coded and analyzed their data from the transcripts of the tapes and their notes on the interactions with the focus groups.
Analysis
The researchers used their coded data and created a table of themes surrounding barriers to student achievement. Some general topics were identified as: lack of differentiation and parental education, no teacher communication with parents, low student comfort levels and teacher’s preconceived notions. They also had a category of what parents felt could remedy these problems. Two specific remedies included ‘affordable summer programs and a welcoming school environment.’
Findings
The major finding was that both parties of parent focus groups felt they needed to participate more. The application of the findings for Districts was to increase the participation of: ‘School-Family-Community Collaboration Activities.’ They also felt a support group for them with resources and to network together would help their student’s success. Another major finding was the feeling of parents to be regarded by teachers with respect and as ‘experts of their children.’ Increased communication among all parties was favored. The authors detailed many factors that could have contributed to the invalidity of the design, but stressed the middle school in a rural setting allowed for this open exchange of dialogue and collaboration among parents.
Future directions for the study would be the creation of a phone directory for parents to call one another, list of resources to parents, and collaboration activities for the community, families and the school to engage.
Reference
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