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ERIC Number: ED509805
Record Type: Non-Journal
Publication Date: 2004
Pages: 25
Abstractor: As Provided
Reference Count: 29
Engaging Parents in an Urban Public High School: A Case Study of Boston Arts Academy
Ouimette, Monique; Feldman, Jay; Tung, Rosann
Center for Collaborative Education, Paper Presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, 2004)
High parental involvement has been linked to increases in student achievement and engagement in school (Moore, 1992; Swap, 1993; Henderson and Berla, 1994; Fuller and Olsen, 1998). Schools with large populations of low-income students or students of color often have difficulties in engaging a majority of parents due to a variety of social and cultural differences among parents and teachers. While the literature on parent involvement cites many examples of challenges to parent involvement and suggestions to overcome those challenges, few models of extensive parent involvement in urban, public high schools have been described. The Boston Arts Academy is one such example. Parent involvement was studied at this urban public high school through staff and parent interviews, documentation, and observation of family events at the school. Boston Arts Academy engages a vast majority of its parents in school-based activities through multiple events and entry points, a welcoming school environment, and frequent communication among staff and parents. By focusing on building a diverse, inclusive culture and encouraging parents to take part in the school, the academy engages parents with varied prior experiences and dispositions toward parent involvement. Parents express that the school creates an open, welcoming, and informative environment. Findings from this case study suggest several key approaches that other schools may adopt: (1) Developing a coherent school vision that focuses on including families of varying dispositions as part of the team; (2) Supporting staff commitment to knowing students well and regularly communicating with parents; (3) Creating multiple, diverse opportunities for parent involvement, and support for parents to avail themselves of these opportunities; and (4) Allocating staffing resources toward facilitating parent communication and involvement. Two appendices are included: (1) Descriptions of the Pilot School Autonomies; and (2) Multiple Entry Points. (Contains 10 footnotes.)
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for Collaborative Education
Identifiers - Location: Massachusetts