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ERIC Number: ED440787
Record Type: RIE
Publication Date: 2000-Apr
Pages: 48
Abstractor: N/A
Parents and Teachers Working Together To Support Third Grade Achievement: Parents as Learning Partners (PLP) Findings.
Quigley, Denise D.
On the assumption that students are more successful if their parents participate at school and encourage education and learning at home, the Los Angeles Metropolitan Project granted funds to 29 Los Angeles schools for the Parents as Learning Partners (PLP) Project. This initiative focuses on three primary areas in which parents and teachers can work together to support children's academic progress: (1) communication; (2) parenting; and (3) learning at home. Schools receive PLP funding to initiate parent training workshops and professional development to increase parent involvement as well as install voicemail systems to increase and improve the communication between parents and teachers, especially with regard to issues surrounding homework and academics. The PLP initiative proved to have an impact on third graders' student behavior, homework, and performance; on communication patterns of their parents and teachers; and on the children's interactions with their parents concerning learning in the home. Overall, the evaluation results indicated positive changes in teachers and parents of third graders in the PLP schools, with a higher acceptance of their joint responsibility for children in getting a good education. There was less decline in parent involvement and support in PLP schools than in non-PLP schools as the children moved from second to third grade. There was higher reading achievement in PLP schools than in comparison schools. Links between specific PLP activities, positive changes in parents and teachers, and student performance were not clear. Information on the evaluation design and comparison group methodology are appended. (Contains 29 references.) (KB)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).