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ERIC Number: ED395385
Record Type: RIE
Publication Date: 1996-May
Pages: 4
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Types of Contact between Parents and School Personnel. Indicator of the Month.
National Center for Education Statistics (ED), Washington, DC.
This brief presents national statistics to determine reasons for school personnel contacting parents of 12th-grade students. Data are from the National Education Longitudinal Study (NELS) of 1988, conducted by the United States Department of Education, National Center for Education Statistics. Parents of 12th-grade students reported they were more likely to be contacted by school personnel regarding the academic performance of their child than about their child's behavior. Private school personnel tended to contact parents of seniors to request volunteer service or to discuss the child's post-high school plans, while public school personnel tended to contact parents of seniors about their child's academic performance. Parents of white seniors were more likely than those of black, Hispanic, or Asian seniors to be asked to volunteer at school. School personnel were more likely to contact black parents than white or Hispanic parents to inform them how to help their child with school work. Parents of seniors in economically disadvantaged schools were more likely than parents of seniors in nondisadvantaged schools to be contacted about academic performance or academic programs. Parents in rural schools were the least likely to be contacted about attendance, and parents in urban schools were the least likely to be contacted by school personnel requesting parent volunteers. Parents who had a bachelor's degree or higher or whose children scored high on achievement tests were more likely to be called by school personnel regarding their child's post-high school plans and to be asked to volunteer than were other parents. (LMI)
Publication Type: Collected Works - Serials; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers: N/A