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ERIC Number: ED505024
Record Type: Non-Journal
Publication Date: 2009-Apr
Pages: 66
Abstractor: ERIC
Reference Count: 155
ISBN: N/A
ISSN: N/A
Parent Involvement Strategies in Urban Middle and High Schools in the Northeast and Islands Region. Issues & Answers. REL 2009-No. 069
Agronick, Gail; Clark, Amy; O'Donnell, Lydia; Stueve, Ann
Regional Educational Laboratory Northeast & Islands
This report summarizes efforts to develop and pilot test a protocol for collecting information about parent involvement policies, practices, and programs being implemented at the middle and high school levels. The protocol can be used to expand documentation of strategies selected, adapted, and sustained in future years. The study reviewed the literature on parent involvement practices and programs, and included studies that met screening criteria for the timeframe (1997-2008), intervention strategy (parent involvement policies, practices, and programs), sample (parents of students in grades 6-12), and outcome. Practices and programs encompassed efforts to encourage parent involvement with students at home and school. Relevant outcomes included parent involvement, with or without linkages to student outcomes. A typology of parent involvement practices was created based on the literature review. Information on practices was categorized as either general information exchange or information exchange on individual student performance, special events, volunteer opportunities, parent education, professional development for faculty and staff, home-school coordination and outreach to traditionally hard to reach parents, or parent resource centers. Programs were summarized by their goals, populations reached, content, outcomes, and evidence of effectiveness. The literature review provided a context for understanding the information that was collected from nine urban districts in Connecticut, Massachusetts, New Hampshire, and New York. The project focused on districts that serve large proportions of racial/ethnic minority families and families living in poverty. Each state education commissioner's office selected one district in the state; a second district in each state was selected at random. A ninth district was selected to round out the diversity of populations served. Interviews on parental involvement policies were conducted with an average of five to six informants from state education agencies, selected districts, and schools. Data from interviews were supplemented with information from public records, including searches of state, district, and school web sites. The pilot districts implemented multiple practices that were supported by state and district policies and were consistent with No Child Left Behind (NCLB) and Title I provisions. In general, these practices were not organized into formal programs or articulated in ways that would support rigorous evaluation and identification. Study findings highlight need for: (1) Fully articulated programs that can be rigorously evaluated to determine what works; (2) Systematic data collection on parent involvement programs to promote shared learning and to identify policies, practices and programs that may merit further evaluation; and (3) Rigorous study designs that overcome the limitations of existing evaluations of parent involvement strategies and provide evidence of what works in middle and high schools. Two appendices are included: (1) Literature review on parent involvement and student success; and (2) Study methods. (Contains 2 notes, 3 boxes and 3 tables.) [For summary, see ED505025.]
Regional Educational Laboratory Northeast & Islands. Available from: Education Development Center, Inc. 55 Chapel Street, Newton, MA 02458. Tel: 617-618-2747; Fax: 617-969-1580; Web site: http://ies.ed.gov/ncee/edlabs/regions/northeast/index.asp
Publication Type: Reports - Evaluative
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Regional Educational Laboratory Northeast & Islands (ED)
IES Funded: Yes