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ERIC Number: EJ835555
Record Type: Journal
Publication Date: 2006
Pages: 25
Abstractor: As Provided
Reference Count: 17
Reconceptualizing Parent Involvement in Minority Communities: Expanding No Child Left Behind to Improve Student Achievement in African American Schools
Thompson, Eustace G.
Journal of School Public Relations, v27 n4 p420-444 Fall 2006
The No Child Left Behind parental involvement mandates have a direct impact on the work of administrators. Although the legislation is perceived as comprehensive regarding the implementation of parent involvement activities, the rigorous application of these strategies has not had the desired outcomes in low-performing, predominantly African American schools. In such settings, a traditional conceptualization of these legal requirements has not provided adequate direction to increase the quality of parent involvement that will have a positive effect on student achievement. This article explores the informational, governance, and engagement requirements of No Child Left Behind to determine their effectiveness in promoting African American parent actions that will directly affect student learning. I suggest that No Child Left Behind informational and governance strategies in isolation will not have a powerful impact on parent involvement or student achievement, and I recommend alternative approaches that will more directly support student learning. (Contains 1 note.)
Rowman & Littlefield Education. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Higher Education; Secondary Education
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001