The Relationship between Parental Involvement and Adequate Yearly Progress among Urban, Suburban, and Rural Schools

Autor/inn/en	Ma, Xin; Shen, Jianping; Krenn, Huilan Y.
Titel	The Relationship between Parental Involvement and Adequate Yearly Progress among Urban, Suburban, and Rural Schools
Quelle	In: School Effectiveness and School Improvement, 25 (2014) 4, S.629-650 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2013.862281
Schlagwörter	Parent Participation; Urban Schools; Suburban Schools; Rural Schools; Comparative Analysis; Academic Achievement; Correlation; Web Sites; Communication Strategies; Access to Information; Limited English Speaking; Translation; Questionnaires; Principals; Surveys; School Districts; Regression (Statistics); Elementary Schools; Middle Schools; High Schools; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Elternmitwirkung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Rural area; Rural areas; Ländlicher Raum; Schulen; Schulleistung; Korrelation; Web-Design; Kommunikationsstrategie; Fragebogen; Principal; Schulleiter; Survey; Umfrage; Befragung; School district; Schulbezirk; Regression; Regressionsanalyse; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule
Abstract	Using national data from the 2007-08 School and Staffing Survey, we compared the relationships between parental involvement and school outcomes related to adequate yearly progress (AYP) in urban, suburban, and rural schools. Parent-initiated parental involvement demonstrated significantly positive relationships with both making AYP and staying off the category of schools in need of mandatory improvement across urban, suburban, and rural schools, whereas school-initiated parental involvement demonstrated significantly negative relationships with both outcomes across urban and suburban schools. We tested school website as a way of communication with parents. Frequency of updates of school website was significantly positive across both outcomes but for urban schools only. We also tested school support for involvement of parents with limited English proficiency (LEP). Provision of translators to parents with LEP was not statistically significant. Provision of translated materials to parents with LEP was significantly positive only on making AYP only for urban schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10