PARENTAL INVOLVEMENT AT ALTERNATIVE ACADEMIC

SETTINGSStephanie KiblerAshford UniversityEDU 695Dr. O’Day

Parental Involvement

Purpose of this Study

The purpose of this study is to examine parental involvement in an alternative school setting. This research will provide greater insight for all stakeholders on the issue of parental involvement in nontraditional academic settings.

Introduction

Parental involvement in the academic activities of students in American school settings has long been a focus of concern. According to Robbins and Searby (2013) research clearly outlines the connection between parental involvement and student achievement. However, conflicting research cited by Kramer (2012) indicates that research has delivered inconsistent findings. This research focuses mainly on students in general education settings in mainstreamed educational facilities. However, more and more students are served in alternative educational settings. These settings range from facilities for students with disabilities to students who have been expelled from their school setting due to chronic misbehavior or criminal activity.

Research Questions

Question 1: What factors cause parents to make connections with their child’s school?

Question 2: How does the parental involvement of students in general education settings differ from the parental involvement of students in alternative academic settings?

Question 3: How can teacher's influence parental involvement?

Materials and Methods

Parent Pre-survey Teacher Questionnaire Parent Post-survey Student Interviews Student Grades Communication Logs Parent-teacher-school email

communication Teacher Observation Survey Data

Benefits of Parental Involvement

Students have a more positive outlook towards school.

Academic outcomes for students increase.

Parents and schools form positive alliances.

Teachers feel like they are more effective teachers.

The school has an increased ability to understand family dynamics and culture.

School climate and overall morale is improved.

Parental Involvement in an alternative setting

This study looks at the demographics at an alternative setting for students with emotional and behavioral disorders. My alternative setting a part of the Georgia Network for Educational and Therapeutic Supports. The mission of this network is to provide comprehensive, community-based services to students with severe emotional and behavioral disorders and students with autism. The state of Georgia has twenty-four centers and has the distinction of being a model program. The current enrollment is 189 students at the main site with approximately ten students at their satellite classroom, located in a local high school. Each of the 20 classrooms at the main site has a two person team, consisting of the lead teacher and the support teacher (paraprofessional). The school has a four person administrative team, consisting of the principal/director and three program managers/assistant principals.

References

Brown, L. H., & Beckett, K. S. (2007). Parent involvement in an alternative school for students at risk of educational failure. Education And Urban Society, 39(4), 498-523. 

Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37-52.

LaRocque, M., Kleiman, I., & Darling, S. (2011) Parental involvement: The missing link in school achievement, Preventing School Failure: Alternative Education for Children and Youth, 55(3), 115-122, DOI: 10.1080/10459880903472876

Wiley, A., Brigham, F., Kauffman, J., & Bogan, J. (2013). Disproportionate poverty, conservatism, and the disproportionate identification of minority students with emotional and behavioral disorders. Education & Treatment Of Children (West Virginia University Press), 36(4), 29-50. 

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