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ERIC Number: ED545789
Record Type: Non-Journal
Publication Date: 2009
Pages: 118
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-8712-4
ISSN: N/A
Measuring Parent Involvement in Relation to Student Achievement
Brooks, Tony O'Neal
ProQuest LLC, Ed.D. Dissertation, Lindenwood University
The purpose of this study was to examine the role of parent involvement in relation to the influence on student achievement within a school community. In addition, this study worked towards gaining an understanding of the parent's role in the school community. Researching educational data may suggest that more parent involvement will have a greater impact on student achievement, rather than little to no parent involvement, relating to student achievement. Two sets of data were analyzed. One set came from information gathered in a parent questionnaire which was calculated to produce a parent rating score. The second set of data was derived from the Illinois Standards Achievement Test (ISAT) scores focusing on reading and math in grades three and five. In addition, the school's principal completed the needs assessment in order to identify ways in which parents are given opportunities to be involved. The needs assessment (a) analyzed the principal's opinions and ideas on the role of the parent in the school community, (b) ranked the importance of parent involvement in certain areas, (c) addressed the purpose of parent involvement in the school, and (d) assessed other areas of parent involvement in the Centerville Elementary School community in Cahokia, Illinois. The school is a part of the Cahokia Unit School District #187. The school was in transition. The staff was putting forth a serious effort in working towards making parents an integral part of the decision-making process at Centerville Elementary School. The findings indicated that most parents agreed that involvement in their children's education made a difference in their academic performances. A small percentage disagreed. They felt that their level of parent involvement did not make a difference. The results reflect a need to engage parents in dialogue to build a positive relationship concerning parent involvement and connecting to student achievement, leaving no parent behind. Study results could be used as a tool to assist in identifying if parent involvement is a significant factor in student achievement in schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois