How Do Schools Get Parents Involved - 3

PARENTAL INVOLVEMENT IN EDUCATION:
HOW DO SCHOOLS GET PARENTS INVOLVED?
A Thesis
Presented to the Graduate Division
School of Education
New Mexico Highlands University
In Partial Fulfillment
Of the Requirements for the Degree
Masters of Arts in Education
Concentration in Educational Leadership
By
SYLVIA SIRRI CHE

Las Vegas, New Mexico
Spring 2010
PARENTAL INVOLVEMENT IN EDUCATION:
HOW DO SCHOOLS GET PARENTS INVOLVED?
A Thesis Presented to the Graduate Division

School of Education
In Partial Fulfillment
Of the Requirements for the Degree
Masters of Arts in Education
Concentration in Educational Leadership
By
SYLVIA SIRRI CHE
Approved by Examining Committee:
Michael F. Anderson, Ph. D. James Burns, Ed. D.

Dean, School of Education Committee Chair
Educational Leadership
Loretta Salazar, Ph. D.

Committee Member
Bilingual Education
Linda LaGrange, Ph.D. Christopher Nelson, Ph. D.

Associate Vice President Committee Member
For Academic Affairs Special Education
ACKOWLEDGEMET
This thesis has gone a long way to complete a Masters degree in Educational
Leadership. It could have never been accomplished without the excellent support and
assistance of committee members, participants, family, and friends. I want to extend my
special thanks to Dr. James Burns, my committee chairperson who guided me in this
wonderful experience and taught me a lot through many revisions and input, encouraged
me when the work seemed overwhelming, and inspired me with his professionalism.
Special thanks also go to Dr. Nelson and Dr. Salazar, who have worked effortlessly with
a lot of input and revisions for the realization of the thesis.
I also want to thank Mrs. Brook Williams and Dr. Fidel Trujillo for the courses
they offered, Statistics for Educators and Research Interpretation, respectively, which
actually gave me the knowledge about research, how it is carried out, and its
technicalities.
In addition to technical and instrumental assistance mentioned above, I received
equal moral support and assistance from my family (The CHE’s family) who gave me
lots of encouragement during this process and my studies as a whole and have always
been there for me. I also want to thank my friends for their moral support and assistance.
And, I thank God, for the strength and grace to take me through this program.
May He be glorified!
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DEDICATIO
I dedicate this thesis to my darling mother Che Neba Siona for the wonderful love
and care she has always shown me and my family. I also dedicate it to my father, Che
Neba Raphael, who has been very supportive and encouraging, and my brothers and
sisters; Delphine, Agness, Fidelis, Peter, John, Patricia, Blaise, and Junior, who have all
been very supportive, morally and spiritually.
I love you all and will ever remain grateful for everything you have done and
continue to do to make me who I am. I am so grateful and will always remain faithful to
you all.
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ABSTRACT
This study investigated the ways schools involve parents. Many studies on
parental involvement assert that when parents become involved, academic achievement
increases, school satisfaction increases, and there is a successful school setting. The
study, therefore, investigated ways by which schools succeed at getting parents involved
and examined the levels of home-school communication. This study has investigated
schools, parents, and school organizations (such as PTA, school councils, etc) on
different ways to get parents involved.
The research sampled approximately 600 school principals from three states: New
Mexico, Arizona, and Utah. The sample was one of convenience, based on available
email addresses of principals. The study issued a descriptive survey utilizing a five-point
Likert-type scale and an open-ended (purely qualitative) question. The data were
collected electronically through on-line software (Survey Monkey) and analyzed using
descriptive tables, summary narratives and content analysis.
In summary, over ninety-percent of the participant principals either agreed or
strongly-agreed on the following:
1) Parents are welcomed into their schools,
2) Student-parent handbooks are given out at the beginning of the school year,
3) Information about school events is distributed regularly, and
4) Parents are invited to attend at least one school activity during the school year.
In contrast, fewer than twenty-percent of the participant principals either
disagreed or strongly disagreed with the following statements:
1) There is a parent resource center in the school,
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2) A copy of the Home-School Partnership Board Rule (required under NCLB) is given
to parents,
3) An educational agreement or compact is given to parents at the beginning of the
school year, and
4) A community involvement specialist or liaison person actively recruits parents to
participate in learning opportunities.
Despite urging by educational researchers and the government to get parents
involved, the study demonstrates that many schools have done so at minimal levels. It is,
therefore, time for schools to take parental involvement to another level, using innovative
approaches to involve parents.
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TABLE OF COTETS
ACKNOWLEDGEMENT……….……………………………………………………….i
DEDICATION…………………………………………………………………………...ii
ABSTRACT...…………………………...……………………………………………… iii
LIST OF TABLES …..…………………………………………………………….…….vi
PREFACE ……………………………………………………………………………… vii
CHAPTER I …….……………………………………………………………………….1
CHAPTER II …………………………………………………………………………… 6
CHAPTER III ………………………………………………………………………….. 23
CHAPTER IV ………………………………………………………………………….. 28
CHAPTER V …………………………………………………………………………... 39
APPENDIX ……………………………………………………………………………. 45
REFERENCES …………………………………………………………………….…... 49
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LIST OF TABLES
TABLE 4.1 Questions 1-3 (Demographics)…..................................................29
TABLE 4.2 Questions 4-8: Parents’ Feelings, Attitudes, and Beliefs about
themselves, Administrators, Faculty and the School in
general……………………………………………………….…...30
TABLE 4.3 Questions 9-11: Parent’s Knowledge of the School District’s
Structure Organization…….………………………………..........31
TABLE 4.4 Questions 12-17 Home-School Communication………………...32
TABLE 4.5 Questions 19-22: Parents as Supporters…………………..….….33
TABLE 4.6 Questions 23-26: Parents as Learners……………………….…...34
TABLE 4.7 Questions 27-29: Parents as Teachers…………………..............34
TABLE 4.8 Questions 30-31: Parents as Resources………………………….35
TABLE 4.9 Questions 32-33: Parents as Advisors, Advocates, and Participants
in Decision-Making……………………………………..........….36
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PREFACE
Parental involvement is a vital issue in the educational process and therefore
requires schools to engage and collaborate with parents to improve on school success. As
an international student, I came to realize that parental involvement is emphasized more
in the US than in my home country, Cameroon. Although the schools in my country have
parent-teacher organizations, parents’ participation is most often limited to financial
discussions.
A course in School and Community Relations broadened my knowledge on the
importance of parental involvement in education. I was motivated to explore ways
schools involve parents in the education of their children.
I believe this study would explicate and reveal the various ways schools involve
parents in the U.S.A., which might be copied by schools back in Africa (Cameroon), and
in the world at large.
I want to thank my committee members, Dr. James Burns, Dr. Chris Nelson, and
Dr. Salazar for their inputs and reviews in the realization of this study.
Sylvia Che
Investigator
Date:
Place:
vii
CHAPTER I
ITRODUCTIO OF THE STUDY
Background
The school exists in a society representing people in many walks of life, all of
whom have passed through some form of schooling, be it formal or informal. Most
people in the community have an interest in, and are willing to contribute to the success
of children and their safety in school. The school receives input from the society (e.g.,
students, staff and resources) and, consequently, graduates students into professions
addressing the needs of the society. Thus, it is an open system. It is, therefore, important
that members of the community – parents, business companies, seniors, and stake holders
– work in partnership with the school for the success of children. Specifically, parents
have direct impact on their children’s progress in school.
Conceptual Underpinnings of the study
In the 1980s, the United States became particularly concerned with the quality of
its educational system. Parental involvement in schools became a major issue.
Communities also become more watchful of the expense of public education, while local
schools became concerned with continuous provision of high-quality teaching and other
services. All of this occurred in a time of dwindling resources. Additionally, parents
wanted assurance that their children were receiving preparation adequate to lead
rewarding adult lives (Kathleen & Karen, 1989).
Riley (as cited in Moles, 2000) explained that “parents are the essential link in
improving American education, and schools simply have to do a better job of reaching
1
out to them” (p. vii). Parental expectations regarding their children appear to be a
constant in children’s academic achievement and social adjustment. Although many
parents may not be certain how to help their children with assignments, with guidance
and support they can become actively involved in home learning activities, have an
opportunity to teach, be models, and guide their children (Michigan Department of
Education, 2001).
I became interested in how schools in the U.S. involve parents in the education of
their children because of the situation in my home country, Cameroon. During my
education in Africa, I observed that students whose parents were not involved in their
education did not perform well. Many dropped out of school or failed to further their
education. In the United States, parental involvement is discussed as a major focus. That
is not the case in Cameroon. There, parents have little voice in pedagogy and content.
According to Keane (2007), parental involvement improves the chances of
children’s success at school, yet research suggests that parent participation may be on the
decline. Keane further asserted that student achievement represents more than just grades.
Attendance, students’ attitudes toward school, student behavior, and the drop-out rate all
connect with student achievement. A recent report conducted by the National School
Public Relations Association (2005), showed that enhanced parental involvement leads to
better academic performance, better attendance, and improved behavior at home and
school (p. 44).
Statement of the Problem
Research on parental involvement has shown that when parents are involved in
their children's education, they improve their chances of succeeding in school (Hoover-
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Dempsey & Sandler, 1997). However, in many schools the most that is being asked of
parents is to be aware of what is going on in the school, attend school events, or make
sure their child completes his or her schoolwork. While these activities yield benefits,
research indicates that parents using home-learning activities with their children will
make the greatest contributions to education (Barclay & Boone, 1996).
The problem in this study was, therefore, to identify various ways schools involve
parents. This study utilized an electronic survey to collect data from school principals
across New Mexico, Arizona, and Utah. The data collected was analyzed using
descriptive tables, summary narratives, and content analysis to come up with the findings.
Purpose of the Study

The purpose of this study was to:
1) Determine ways schools engage parents,
2) Examine the levels of home-school communication, and
3) Identify the barriers to parental involvement and how they can be overcome.
Research Question
The study sought to address the following research question: What are the ways
schools get parents involved?
Significance of the Study
This study may benefit schools seeking to enhance parental involvement.
Principals may see different types of parental involvement not currently practiced in their
schools. Also, when implemented, these factors may increase students’ satisfaction and
success in the school setting.
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Limitations, Assumptions, and Design control
This study was addressed to Public Pre-school, Elementary, Middle, and High
school principals in three states: Arizona, New Mexico, and Utah. Results of the study
may, therefore, be limited in their generalizability for schools outside this region.
Generalization of the results will depend on the similarity of a school to those
participating in the study.
Definition of Terms
For the purpose of this study:
Parental involvement was defined as including several different forms of parent
participation in education and with the schools. Parents can support their children's
schooling by attending school functions, responding to school obligations (parent-teacher
conferences, for example), and becoming involved in their children’s schoolwork. They
provide encouragement, arrange for appropriate study time and space, model desired
behavior (such as reading for pleasure), monitor homework, and actively tutor their
children.
Parent is used in this study to include guardians, grand-parents, foster parents and
anybody who takes care of the children.
School Success is success measured by factors including grades, student satisfaction
with school, student success within the school, and graduation rates from high school.
Communication is defined as a process of transferring information between home
and school. In this study communication refers to a two-way process in which there is
shared understanding and action.
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Barriers are obstacles or impediments that limit parents from participating in the
education of their children.
CLB is the No Child Left Behind Act, the 2001 reauthorization of the Elementary
and Secondary Education act of 1965.
AYP is Adequate Yearly Progress, performance standards developed by states to
meet the NCLB Act.
EPSS is the Education Plan for Student Success
Urban: characterized by higher population density and vast human features in
comparison to areas surrounding it.
Suburban is a residential district located in the outskirts of a city.
Small town is a community of people smaller than a city.
Rural defines areas with low population density
Summary
In this chapter, I introduced the general topic of parental involvement in schools.
The purpose of the study and the statement of the problem were presented. Finally, the
definition of terms, significance of the study, and its limitations were stated.
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CHAPTER II
REVIEW OF RELATED LITERATURE
Introduction
This study employed survey research to determine ways schools engage parents,
examine the levels of home-school communication, and identify the barriers to parental
involvement and how they can be overcome to increase academic achievement. In this
chapter, literature will be reviewed regarding parental involvement in the following areas:
definition, ways of engaging parents in school, parental effect on academic performance,
levels of home school communication, importance and benefits of parental involvement,
barriers to parental involvement and how they can be overcome, and ways by which
parental involvement can be increased and sustained.
History of Parental Involvement
In the post-World War II Era (1945-1950s), parental involvement included
participation in parent conferences, monitoring of homework, signing of report cards,
attending PTA meetings, and fundraising events. In the 1960s educators and policy
makers focused on parental involvement as a way to improve educational success for the
poor and underachieving students. This led to the development of a variety of models and
strategies to promote such parental involvement (Milbrey & Shields, 1987).
In 1965, Haiman began experimenting with parent involvement program
strategies. He designed and wrote the Parental Involvement Performance Standards for
the National Head Start and this was used as a consultant to Head Start throughout the
nation (Haiman, 1965). In 1968 he spoke on the relevance of curriculum, administration
and community involvement (Chicago Tribune, 1968). By 1979, many schools had
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started incorporating parental involvement into their school programs. Parental
involvement in special education programs also increased (Los Angeles Times, 1979).
By 1989, the National Education Organization had started incorporating parental
involvement programs in their agendas. They provided training to school staff and
parents on parental involvement. The School Board Association produced sample school
policies on parental involvement which they believed would make schools more secure
and more likely, academic development would take place. Best practices and models to
support parental involvement were developed. Many reports were written to recommend
the necessity of parental involvement in school improvement (USA Today, 1989). In the
1990s, studies demonstrated that parental involvement could predict academic
achievement. Parental involvement was considered an integral part of the school
curriculum. The level of parental involvement was increased in most of the school
districts across the nation (USA Today, 1990).
Today, laws have been created to enforce parental involvement in schools
including provisions of NCLB and School Accountability Teams. Movements for
community control of education such as the education of low-income children, special
education students, and English Language Learners have been developed to meet the
needs of students. Districts focus on implementing strategies to promote parent, family,
and community involvement (National Center for School Engagement, 2004).
The Family Strengthening Policy Center (2004) established that states can
develop a state-wide network to support teachers’ preparation for parental involvement,
and also provide technical assistance to local districts and schools on how to get parents
involved. School districts must have a written policy for administrative support and
7
training for staff, parents and community members on parent involvement programs. The
community should be able to advocate with state education agencies and school districts
to promote widespread and effective parental involvement policies and practices.
According to the U.S. Department of Education (1997) a sustained mutual collaboration,
support, and participation of school staff and families are required for a successful
school-family partnerships and children's learning. Although the success of school-
family partnerships is difficult to reach, it is important to note that the benefits to children
and their educational success depends on hard work required to sustain the school-family
partnerships (Epstein, Coates, Salinas, Sanders, & Simon, 1997).
In line with the mandates of NCLB, the New Mexico Public Education
Department (NMPED) has developed statewide standards which establish expectations
for all New Mexico public school students. These standards require every district in New
Mexico to develop an Education Plan for Student Success (EPSS) –– a long-range
strategic plan to promote students’ success and continuous school improvement (Parents
Searching Out, 2009).
What is Parental Involvement?
Parental involvement means different things to different people. A recent
newsletter published by The Center for Comprehensive School Reform and Improvement
(2006) explained that some people equate involvement to chaperoning field trips or
volunteering for PTA committees while others define it as attending an open house or
signing off on homework folders. NCLB (2001) described parental involvement as
regular participation of parents, a two-way process, and meaningful communication
involving student academic learning and other school activities. NCLB pays particular
8
attention to parents who are economically disadvantaged, disabled, have limited English
proficiency, have limited literacy, or are of any racial or ethnic minority background.
Under NCLB, schools are required to do evaluation and design strategies for more
effective parental involvement, and also to revise, if necessary, the parental involvement
policies. It also places the responsibility for schools to be certain that parent involvement
initiatives are properly developed and evaluated.
NCLB reauthorized the Elementary and Secondary Education Act (ESEA, 1965)
with four principles to frame ways in which families, educators, and communities can
work together to improve teaching and learning. These principles include: accountability
for results, local control and flexibility, expanded parental choice, and effective and
successful programs that reflect scientifically based research. Enhancing connections
within families, between families, and with their communities and the institutions that
affect them should result in better outcomes for children and their families. These
principles stress that parents and schools should be accountable for students’
achievement. In addition, plans for parental involvement should be flexible to address the
local needs and build parents’ capacity to improve on their children’s achievement (U.S.
Department of Education, 2004; Family Strengthening Policy Center, FSPC, 2004).
The Family Strengthening Policy Center, FSPC (2004), observed that there is no
universal definition of what parental involvement in education entails. Some definitions
include greater participation in the life of a school, while others are focused on the
increased contributions to an individual child’s learning process. Still others incorporate
the family into the learning process through adult education, parenting, and after school
activities. Reenay and Vivian (2007) defined parental involvement as encompassing three
9
areas: a) direct contact with teachers, b) parental actions at school, and c) parental actions
at home. In many schools, parents are engaged in the governance and planning processes
in building students’ achievement goals (FSPC, 2004). Nonetheless, parental involvement
takes place when parents actively, resourcefully and responsibly contribute to promote
and develop the well being of their communities (Family Support America, 2001;
Northwest Regional Education, 2001; Jesse, 2009)
Davies (1991) defined parental involvement from a shifting perspective.
Restructuring the society, communities, and schools leads to the transformation of
parental involvement. The following evolving definition illustrates this paradigm shift.
Evolving Definition
Parental involvement shifts from “parent focus to family focus, family to
community agencies, school to home/neighborhood setting, eager parents to hard-to-
reach families, teachers/administrators agendas to family priorities, and deficit view of
urban families to emphasis on inherent strengths of families” (Davies, 1991). He further
explained that even though non-traditional families are much more common nowadays
than they were in the 1950s, alternative family structures are effective and should be
recognized by the school.
Liontos (1992) mentioned recent beliefs about parents and families that schools
should consider when involving them in their children’s’ education: “1) All families have
strengths, 2) parents can learn new techniques, 3) parents have important perspectives
about their children, 4) most parents really care about their children, 5) cultural
differences are both valid and valuable, and 6) many family forms exist and are
legitimate” (pp. 30-31).
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Jesse (2009) noted that parental involvement has two independent components:
parents as supporters and parents as active partners. This approach of parental
involvement would be insufficient if schools make use of only one of these components.
Parents can be active, yet not supportive of the education process and vice versa. He
further indicated that parental involvement should take many forms. For example,
parental involvement can be reading to children, volunteering at the school, collaborating
on decision making committees, and advocating for children. Hewison and Tizard (1980)
explained that parental involvement can be focused if the school addresses the following
issues: a) define what is meant by parent involvement, b) define what the school means
by parental involvement, c) provide examples of parents' decision making roles, d)
remove structural barriers, and e) identify who else has an interest in increasing the
parents’ role in the school.
How do Schools Engage Parents?
Hanke (2006) pointed out that lack of parental involvement is due to lack of
helpful information to parents. Emails, phone, letters, newsletters and personal contacts
can be made by schools to reach out to parents. If schools communicate with parents
regularly and consistently using the various means, the gap between school and parental
involvement will be reduced. Students’ expectations and achievement will increase if
families show high levels of interest (National PTA, 1998). Six different areas of parental
involvement are identified by Epstein and associate (1997): parenting, communicating,
volunteering, learning at home, decision making, and collaborating with the community.
Two types of communication exist (Tracy, 2000, cited in The Pacific Resources
for Education and Learning, 2006). These two types include one-way (transmittal) and
11
two-way communication. In one-way communication, the school disseminates
information to parents on how they can help their children at home. Examples of this type
of communication are newsletters and informational fliers. The two-way communication
is considered much more interactive and perceived as a partnership between the school
and families. Examples include surveys and questionnaires structured to collect
informational data pertaining to students (The National Center for Family Literacy, 2003:
The Pacific Resources for Education and Learning, 2006; Lordeman, 1977).
Reenay and Vivian (2007) explained that even though the invention of new
technologies has made it easier for schools to reach out to parents (through emails, cell
phones and internet websites), the use of traditional methods in communication has been
found to be an effective way for schools to communicate with parents, but this has been
limited in use by schools because of time constraints. In addition, it has been assessed
that the frequent use of mass communications (newsletters, calendars, letters and
handbooks) by school educators has not been effective in changing student behaviors.
However, as Jonson (1999) reported, many parents do not communicate with their
children's schools due to a vast number of reasons. For example, their concerns might not
be heard or responded to promptly, or they are busy at work. Despite the fact that
technology is a tool providing new channels for communication, studies have shown that
parents and teachers find difficulty in using them or lack access to them (Weifeng &
Jialing, 2007; Blanchard, 1997).
Parental Effect on Academic Performance
Part A of Title II Law requires that funds granted for teacher development/
highly-qualified teachers be used to expand teachers, principals and other school
12
administrators’ ability to effectively engage parents in the education of their children and
in school improvement. Such training might include parental involvement groups and
organizations at local and state levels, and school’s parental involvement plan stating the
parental involvement strategies and accountability goals (National PTA, 2006).
According to the New Skills for New Schools (1997) teacher organizations
acknowledge the need for teachers to develop skills to involve families in their children’s
education. For example the National Board for Professional Teaching Standard integrated
parental involvement as a separate standard into the Professional Teaching Certificate
(National Board for Professional Teaching Standards, 1991; De Acosta, 1996). The aim
of these organizations is to provide pre-service and in-service training to teachers on
parental involvement. However, little is known about preparing teachers to work with
families (New Skills for New Schools, 1997).
Levels of Home-School Communication
In their research on School, Family and Community Partnership, Epstein and
Associates (1997) developed six types of parental involvement frameworks to help
educators develop more comprehensive programs for school, family, and community
partnerships. Although this framework may be used by schools as a guide, it is important
to note that each school must choose practices that will help achieve its goals and meet
the needs of its students and families. The six types of parental involvement framework
include parenting, communication, volunteering, learning at home, decision making, and
collaborating with the community (National Network of Partnership Schools, 2000:
Michigan Department of Education, 2001: NMSA Research Summary, 2006).
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Epstein and her colleagues also emphasized the duty of the school in helping
families establish home environments that will support children, design effective forms of
home-school communication about students’ progress and school programs, and provide
training and schedules that allow parents to get involved. Parents must be involved in the
school decision-making process, governance, and advocacy through PTA/PTO, school
councils committees, and other parent organizations. Schools have the responsibilities to
work in partnership with businesses, agencies and other groups to coordinate resources
and provide services to the school and the community (Epstein, Coates, Salinas, Sanders,
& Simon, 1997; US Department of Education, 1997).
Parental involvement has always been a key component in Title 1 Law (Wayne,
2008). This law requires that each school develop and distribute to parents a written
parental involvement policy they agreed upon. NCLB (2001) required districts receiving
Title I funds to notify parents on their rights to get information from the school regarding
the professional qualifications of the child’s classroom teacher and paraprofessionals.
The NCLB Act also requires all districts and schools to notify parents regarding the
results of the district and school’s Adequate Yearly Report (AYP).
Importance of Parental Involvement
Extensive research has shown that student achievement increases when parents
get involved (Harris et al, 1987). Teachers have acknowledged that priority be given in
the public education policy to strengthen parents’ roles in the education of their children.
On Target Family Involvement (2000) explained that research on K-12 schools have
linked parental involvement to student out comes including increased achievement in test
results, a decrease in dropout rate, improved attendance and student behavior, improved
14
parent teacher relations, greater commitment to schoolwork, and improved attitude
toward school (Gillum, 1977; Rich, Van Dien & Mallox, 1979; Comer, 1980).
The following conclusions were made by Public School Review (2003) on
parental involvement:
Increase in parental involvement leads to an increase in academic achievement,
better classroom behavior and conduct, greater self esteem, increased motivation and
attitude towards school, low rate of absenteeism, increased school satisfaction, and
increased school climate (Balli, Wedman & Demo, 1997; Bryan & Sullivan-Burnstein,
1998; Griffith, 1996; Russell & Reece, 2000).
Desforges and Abouchaar (2003) advised that parents should start getting
involved in their children’s education from pre-schoo,l which can also make a positive
difference at all levels, especially in the early years of school. In their study, Feinstein
and Symons (1999) came up with the finding that parental involvement has been
identified as a predictor for students’ achievement at the age of sixteen. Other studies
have also shown that parental involvement of middle and high school students are equally
important.
The NCLB (2001) has as one of its goals to get parents of under-achieving and
low-income children involved in their education by providing them with adequate
training and encouragement. Through parental involvement teachers’ morales are
improved as parents develop greater appreciation of the challenges they are facing in the
classroom. Teachers become aware of whom students are when they communicate with
parents, and through that, they are able to develop individual teaching styles to meet the
students’ needs. Many researchers have also confirmed to the fact that parents become
15
more supportive and engage in their children’s schooling when two-way communication
is established by the school (Bauch, 1989; Taylor, 1999).
Benefits of Parental Involvement
Parental involvement benefits children, parents, as well as the community, at
different levels. By becoming involved in their children's education, parents have a better
understanding of the school curriculum and activities. This makes parents more
comfortable with the quality of education their children are receiving. Studies have
shown that children whose parents are involved show greater social and emotional
development (Allen & Daly, 2002). In addition, parental involvement leads to greater
self-satisfaction, self-direction and control, social adjustment, and competence; more
supportive relationships, positive peer relations, tolerance, successful marriages; and less
delinquent behaviors (Desforges & Abouchaar, 2003; Gillum, 1977; Rich, Van Dien &
Mallox, 1979; Comer, 1980)
The U.S. Department of Education (1997) research on parent involvement
outlined three important aspects for children’s development and academic success. These
include demonstrating attitudes, values, and interactions about learning through
parenting; creating partnerships between schools and homes using two-way
communication; and developing a sense of shared responsibility for learning outcomes by
both schools and parents (Supreme Education Council, 2008).
Henderson and Berla (1994) explained that when parents are involved in
education, teachers build high expectations for students, and high expectations for
parents’ opinions on their ability to help their children at home. As a result of parental
involvement, parents develop more self-confidence and become motivated to advance
16
their own education. Families are willing to support children’s learning to increase
achievement and, thus, the school gets a better reputation from the community
(Henderson & Berla, 1994; National PTA, 1998).
The New Skills for New Schools (1997) reported that research reviewing
historical trends on parental involvement and student achievement has shown
inconsistency in their findings and do not support the relationship. A number of studies
have revealed that the benefits of family involvement are not restricted to student
achievement but also include other factors based on educational accountability. For
example, in Kentucky, the Prichard Committee for Academic Excellence provided
parents and the community with information on specific components of school reform
and informed them about their roles in implementing the education reform law.
Barriers to Effective Parental Involvement
It is believed by Lazar and Slostad (1999) that parents are willing to get involved
in the education of their children, but the negative perceptions of parents persist because
teacher education programs do not educate teachers to work with parents. Foster and
Loven (1992) shared that the major explanation for this, according to researchers, is the
fact that “very little attention is given to preparing teachers to work with parents and
other adults” (Lazar, 1999, p. 207).
Despite the importance attached to parental involvement, it is still being ignored
in schools (The New Skills for Schools, 1997). According to Lazar and Slostad, (1999)
“the way parents viewed their roles was shaped by the circumstances and norms of
particular cultures” and “their beliefs about their own effectiveness as teachers or tutors”
(p. 208). Major barriers to parental involvement in schools include the school
17
environment, school culture, time constraint, changing demographics and employment
patterns, and the lack of teacher preparation in involving parents in their children’s
schooling (New Skills for Schools, 1997; National PTA, 1997).
In her study of school programs and teacher practice of parental involvement at
inner-city elementary and middle schools in 1991, Epstein found out that teachers had
doubts whether they could motivate parents to become more involved even though they
thought that parental involvement would improve students’ achievement. Teachers lack
the attitudes, knowledge, skills, and strategies needed to collaborate with families leading
to a weak school-family partnership (De Acosta, 1996; Epstein & Dauber, 1991; Foster &
Loven, 1992; Greenwood & Hickman, 1991; Midkiff & Lawler-Prince, 1992; Williams,
1992). A report by the U.S. Department of Education (1997) indicated that 48 percent of
principals who participated in a study believed that lack of staff training on parental
involvement posed a barrier to parents’ involvement. The lack of preparation by teachers
to involve parents in the education of their children remains a weakness in teacher
education programs (Bredekamp, 1996).
Overcoming Barriers to Parental Involvement
The U.S. Department of Education (2004) presented data from two national
representative surveys which suggested that lower-income parents and parents with less
education participate less often in school-based parental involvement activities than
parents with higher-income and higher education levels. Also, parents of older children
participate less often than parents of younger children. These studies also illustrated that
when school, family, or community-related barriers limit parents from becoming
involved, the consequences might affect students’ academic achievement. Strategies for
18
overcoming barriers to parental involvement in schools include overcoming time and
resource constraints, providing information and training to parents and school staff,
restructuring schools to support family involvement, bridging school-family differences,
getting external supports for partnerships, meeting families' basic needs, providing
flexible times and places for parental involvement, and helping staff communication with
parents (The U.S. Department of Education, 2004; Family Involvement in Children's
Education - October 1997).
The National School Public Relations Association, NSPRA (2004) suggested
some ideas to help schools and families work collaboratively (as cited in Padgett, 2006).
These ideas include creating a formal policy including specific goals for parents and
teachers working together, identifying barriers that are specific to the school and its
culture, assessing, evaluating and improving the current programs, and involving the
community at large. Schools must encourage parents to support their children’s learning
by making them feel welcome in the school. Schools should also involve parents in the
process of attaining the goals related to students’ success (Jesse, 2009).
Improvement and Sustainability of Parental Involvement
The U.S. Metric Association, USMA (2002) explained that the roles of parents
have been limited to activities such as PTA meetings and parent teacher conferences.
Recently, the Goals (2000) in regard to the Educate America Act of 1994 (as cited in
USMA, 2002) called for more challenging academic standards as well as an increase in
parent participation. Despite the fact that parental involvement programs are still in the
preliminary stages of development, it is required that schools develop parental
19
involvement programs based on the unique needs of the school and that of the community
(Epstein & Dauber, 1991).
A study by Nistler and Maiers (2000) came up with the findings that schools are
able to remove the barriers to parent participation in order to increase involvement. In
their opinion, schools should provide for childcare and transportation to parents who find
difficulties to participate in school activities. Schools should also create opportunities and
provide training to parents in order to increase their awareness of their children’s
potentials. The most appropriate strategies for parental involvement of a particular
community depend on the local needs, interests, resources, and successful approaches
used to promote parental involvement. These strategies, according to Nistler and Angela,
should place emphasizes on innovation and flexibility. Based on this assumption, the US
Department of Education (1997) asserted that schools must develop different approaches
to home school partnerships and be flexible in providing many forms of parental
involvement through workshops, conferences, seminars and meetings ( Epstein, &
Jansorn, 2004).
According to the US Department of Education (1997) a sustained mutual
collaboration, support, and participation of school staff and families are required for a
successful school-family partnerships and children's learning. Although the success of
school-family partnerships is difficult to achieve, it is important to note that the benefits
to children and their educational success depends on hard work required to sustain the
school-family partnerships (Epstein, Coates, Salinas, Sanders, & Simon, 1997).
20
Conclusion
By bringing parents into the educational process schools provide the opportunity
to enrich school programs. Effective approaches to parental involvement will build
positive relationships and trust between the school and families, healthy child
development, and safe school environment. Parental involvement programs should be
developed to meet the unique needs of the school and the community (Russell & Reece
2000).
Regardless of ethnicity or minority group status, parents are concerned about their
children’s education and are willing to take an active role in the educational process
(Chavkin & Williams, 1993). However, parents need to be informed and guided by the
school on parental involvement activities. Many professionals agree that it is the
responsibility of the school to make the first move in reaching out to families to involve
them in education (Harris, Kagay, & Ross, 1987; NCATE, 1994). Therefore, it is
important that parents and guardians become aware of the significant contributions they
can make to their children’s success by providing a stimulating environment and also
supporting them at home during their early years, as well as secondary and tertiary years
of schooling (Chavkin & Williams, 1993).
21
Summary of Literature Review
This chapter reviewed literature on parental involvement in education in the
following areas: history, definition, how schools engage parents, parental effect on
academic performance, levels of home-school communication, importance of parental
involvement, benefits of parental involvement, barriers to effective parental involvement,
overcoming barriers to parental involvement, and improvement and sustainability of
parental involvement.
22
CHAPTER III
RESEARCH DESIG AD METHODOLOGY
Introduction
This study utilized survey research to determine the ways schools engage parents,
examine the levels of home-school communication, identify barriers to parental
involvement and how they can be overcome. This chapter describes my research
methodology, its design, the sample, instrumentation, procedures for data collection, and
analysis/interpretation.
Scheuren (1980) defined surveys as a method used to gather information from a
group of individuals. Survey research can be viewed as a form of highly structured
interview with great versatility in the social sciences (including education). The greatest
benefit of the survey questionnaire is its ability to collect substantial data from many
individuals within a very confined period of time (J. Burns, Personal Communication,
September 8, 2009).
Fraenkel and Wallen (2009) outline steps in survey research that include defining
the problem, identifying the target population, selecting the sample, preparing the
instrument and the cover letter, choosing the mode of data collection, analyzing the data,
and interpreting the results. They further identified these characteristics of a survey:
1) Information is collected from a group of people in order to describe some
aspects or characteristics of the population of which the group is part;
23
2) The main way in which the information is collected is through asking questions
or having respondents rate statements. The answers to these by the members of the group
constitute the data; and
3) Information is most often collected from a designated sample rather than from
every member of the population (p. 397).
According to William (2006), a survey uses questionnaires and interviews to
collect data from the participants of a study. These may include cross-sectional and
longitudinal studies using data collection to estimate the characteristics of a population of
interest based on a sample. In this study the survey was utilized to collect data that were
descriptive (Creswell, 1994).
Problem and Purpose Review
This study sought to identify ways schools involve parents with the aim of
increasing academic achievement and enhancing student success in school. Specifically,
the study examined parental involvement, ways schools get parents involved, and also the
barriers encountered by schools in getting parents involved, and how the schools
overcome these barriers.
Research Question
This study addressed the following research question: What are the ways schools
get parents involved?
Research Variables
The following variables were explored:
1. Parents’ feelings, attitude and beliefs about themselves, administrators, faculty
and the school in general,
24
2. Parents’ knowledge of the school district’s structure organization,
3. Home-school communication,
4. Parents as supporters,
5. Parents as learners,
6. Parents as teachers,
7. Parents as resources, and
8. Parents as advisors, advocates, and participants in decision-making.
Sample and Sampling
The sample identified for this study was composed of elementary, middle school,
and high school principals selected from the states of New Mexico, Utah, and Arizona.
This represented a convenience sample (Graham, 1983), based upon published e-mail
addresses for public school principals in these states. Although a convenience sample,
this sample was quite large, constituting of over six-hundred potential participants from a
large geographic area. Roughly two-hundred principal e-mail addresses were located and
selected each from New Mexico, Arizona, and Utah.
Research design
This was a descriptive study. According to Jacobs (2008), descriptive studies
collect data to answer questions about a subject or topic of study. Descriptive research
makes use of instruments such as surveys to explore individuals’ preferences, attitudes,
interests, practices, and concerns. One major benefit of such methodology is that it posits
expertise with the participants, rather than with the researcher (J.B. Burns, Personal
Communication, September 8, 2009).
25
Instrumentation
This survey used five-point Likert scale (Edwards, 1957) questions, plus one open
ended question to gather comments or suggestions relevant to the study. Demographic
questions sought characteristics of the sampled population regarding their state and
school type (without compromising participant anonymity).
Data Collection Procedures
Data was collected from participating principals in six-hundred schools from the
states of Arizona, New Mexico, and Utah during fall of 2009. The data were collected
electronically through Survey Monkey™. Through this on-line technology, each survey
was electronically submitted to Survey Monkey™, where the data were compiled.
Compiled (tallied) data were e-mailed back to the researcher with school or participant
identification.
Directions on first page of the survey informed participants of the purpose and
objectives of the study. Participants were informed that their participation was both
voluntary and anonymous and that they provided consent by completing the survey. Any
information collected about individual schools was kept confidential. The first section of
the survey provided instructions on how to answer the questions.
Data analysis/Interpretation
Tables, narrative summary format, and content analysis were utilized to compile,
analyze, and interpret the quantitative responses. Simple descriptive statistics were used
to analyze these Likert-scale responses. Categorization and identification of themes was
used to analyze responses to the open-ended question.
26
Summary
This chapter described the research design, variables, participants,
instrumentation, procedures used for data collection, and analysis/interpretation of the
study. The data was collected from 600 principals in the states of Arizona, New Mexico,
and Utah. The data was analyzed using descriptive tables, summary narratives, and
content analysis.
27
CHAPTER IV
AALYSIS OF DATA
Introduction
The purpose of this study was to determine ways schools engage parents, examine
the levels of home-school communication, and identify the barriers to parental
involvement and how they can be overcome to increase academic achievement. This
study sought to answer the question: What are the ways schools get parents involved? A
survey consisting of 33 five-point Likert-type scale items and one open-ended question
was utilized to collect data on parent feelings, attitude and beliefs about themselves,
administrators, faculty, and the school in general; parents’ knowledge of the school
district’s structure organization; home-school communication; parents as supporters;
parents as learners; parents as teachers; and parents as resources; and parents as advisors,
advocates, and participants in decision-making.
Organization of Data Analysis
This study used a descriptive method, a survey, to gather data. The data collected
were analyzed by use of tables, narrative summaries, and content analysis. The first
section of the survey collected demographic data. Tables were used to present data
collected from questions 4 to 33. Variables and narrative summaries about the highest
and lowest percentages on each table were highlighted.
Presentation of Descriptive Characteristic of Respondents
The survey was distributed electronically by e-mail-based electronic survey
software (Survey Monkey) to a convenience sample of 600 participants (selected
availability of published email addresses). Ninety-five (95) participants responded to the
28
survey with 92.6 % (88) complete and 8.0 % (7) with some incomplete responses. One-
hundred-ninety-one emails were returned as undeliverable, and 314 participants did not
respond. Ninety-five out of the 409 e-mails that were delivered completed the survey
which yielded a return rate of 24%.
Returned percentages by states were as follows: 39.4 % (37) from Utah; 38.3 %
(36) from Arizona; and 22.3 % (21) from New Mexico. The participants included no pre-
school respondents, 59.6 % (56) from elementary schools, 26.6 % (25) from middle
schools, and 13.8 % (13) from high schools. Of the participants, 35.1 % (33) represented
urban areas, 22.3 % (21) represented suburban areas, 27.7 % (26) represented small
towns, and 14.9 % (14) represented rural areas. The following tables summarize the
survey responses. Table 1 presents these data.
Table 1
Questions 1-3 (Demographics)
States umber of Percentage Region umber of Percentage School umber of Percentage
Participants Particip- Type Participants
ants
ew 21 22.3% Urban 33 35.1% Pre- 0 0%

Mexico schools
Arizona 36 38.3% Subur 21 22.3% Eleme 56 59.6%

ban ntary
schools
Utah 37 39.4% Small 26 27.7% Middle 25 26.6%

Town schools
Rural 14 14.9% High 13 13.8%

schools
29
Survey Responses
Table 2 summarized responses to questions 4-8, which asked about parents’
feelings, attitudes, and beliefs about themselves, administrators, faculty and the school in
general. To the statement that parents are welcomed into the school at all times, 76.9% of
the respondents agreed. On the other hand 8.7% of the respondents disagreed with the
statement that parents know how to get involved in their child’s education away from
school. Over 40% of the principals reported that parents are comfortable in
communicating with the school (Item 6) and also felt parents’ contributions are valued
(Item 7).
Table 2
Questions 4-8: Parents’ Feelings, Attitudes, Beliefs about themselves, Administrators, Faculty and the School in
General
Items Strongly Agree eutral Disagree Strongly Total
Agree Disagree Responses
()
4. Parents are welcomed into the school at 76.9%(70) 19.8%(18) 1.1%(1) 1.1%(1) 1.1%(1) 91
all times.
5. Parents are clear about how they can get 24.2%(22) 60.4%(55) 11.0%(10) 4.4%(4) 0.0%(0) 91
involved at school.
6. Parents are comfortable in 40.2%(37) 46.7%(43) 9.8%(9) 3.3%(3) 0.0%(0) 92
communicating with the school
administrators (principal, assistant
principal, dean)
7. Parents’ contributions are valued by the 57.1%(52) 38.5%(35) 4.4%(4) 0.0%(0) 0.0%(0) 91
school.
8. Parents know how to get involved in 8.7%(8) 62.0%(57) 20.7%(19) 8.7%(8) 0.0%(0) 92
their child’s education away from school.
Table 3 summarized the responses to questions 9-11, which asked about parents’
knowledge of the school district’s structure organization. To the statement that parents
know how to contact the administration of their school, 62.6% of the respondents
strongly agreed, while 20.7% of the respondents to question 11 disagreed with the
statement that parents know how the school district is structured.
30
Table 3
Questions 9-11: Parent’s Knowledge of the School District’s Structure Organization
()
9. Parents understand the way the 6.5%(6) 50.0%(46) 29.3%(27) 13.0%(12) 1.1%(1) 92
school system work.
10. Parents know how to contact the 62.6%(57) 35.2%(32) 2.2%(2) 0.0%(0) 0.0%(0) 91
administrators of your school.
11. Parents know how the school 2.2%(2) 37.0%(34) 39.1%(36) 20.7%(19) 1.1%(1) 92
district is structured.
Table 4 summarized the responses to questions 12-17, which asked about home-
school communication. More than half (71.4%) of the respondents strongly agreed to the
statement that a student/parent handbook containing information about school policies is
given out at the beginning of the school year. Eleven percent (11%) disagreed with the
proposition that a school calendar of activities for parents is distributed monthly. In
response to the statement that parents utilize the various ways of communication to reach
the school, 11.1% of the respondents disagreed. Over 60% of the respondents strongly
agreed to the statement that information about the school is given out regularly
throughout the school year and that parents are informed in writing about how they may
contact their children’s teacher.
31
Table 4
Questions 12-17 Home-School Communication
()
12. Information about school events is 64.8%(59) 33.0%(30) 2.2%(2) 0.0%(0) 0.0%(0) 91
given out regularly to parents throughout
the school year.
13. A student/parent handbook containing 71.4%(65) 23.1%(21) 3.3%(3) 2.2%(2) 0.0%(0) 91

information about school policies is given
out at the beginning of the school year.
14. Parents are informed in writing about 63.7%(58) 35.2%(32) 1.1%(1) 0.0%(0) 0.0%(0) 91
how they may contact their children’s
teachers.
15. Print material is made available to 35.6%(32) 41.1%(37) 16.7%(15) 6.7%(6) 0.0%(0) 90
parents in their primary language
16. A school calendar of activities for 47.3%(43) 28.6%(26) 12.1%(11) 11.0%(10) 1.1%(1) 91
parents is distributed monthly.
17. Parents are aware of the various ways 29.7%(27) 58.2%(53) 11.0%(10) 1.1%(1) 0.0%(0) 91
to reach the school about their concerns.
18. Parents utilize these various ways to 22.2%(20) 50.0%(45) 15.6%(14) 11.1%(10) 1.1%(1) 90
reach out to the school.
Table 5 summarized the responses to questions 19-22, which asked about parents
as supporters. To the statement that parents are invited to attend at least one school
activity during the school year, 64% of the respondents strongly agreed. On the other
hand, 24% of the respondents disagreed to the proposition that there is a resource center
or space inside the school for parents. Over 50% of the respondents agreed with the
statement that orientation meetings for parents about school procedures and programs are
conducted at the beginning of the school year (Item 19), and that parents are included in
the planning and implementation of school events (Item 22).
32
Table 5
Questions 19-22: Parents as Supporters
()
19. Orientation meetings for parents 46.1%(41) 36.0%(32) 10.1%(9) 7.9%(7) 0.0%(0) 89
about school procedures and programs
are conducted at the beginning of the
school year.
20. Parents are invited to attend at least 64.0%(57) 29.2(26) 4.5%(4) 2.2%(2) 0.0%(0) 89
one school activity during the school
year. Example PTA, parent committee,
etc
21. There is a parent resource center or 25.8%(23) 21.3%(19) 23.6%(21) 24.7%(22) 4.5%(4) 89
space inside the school for parents.
22. Parents are included in the planning 38.2%(34) 49.4%(44) 7.9%(7) 4.5%(4) 0.0%(0) 89
and implementation of some school
events.
as learners. More the one-third (34.1%) of the respondents strongly agreed to the
statement that learning activities for parents have been held in their school. Thirteen and
one-half percent (13.5%) disagreed with the proposition that the community involvement
specialist or parent liaison actively recruits parents to participate in learning
opportunities. Over 60% of the principals reported that their schools encourage
participation in learning activities for parents (Item 24), and that learning activities are
scheduled at times favorable to parents (Item 25).
33
Table 6
Questions 23-26: Parents as Learners
()
23. Learning activities for parents have 34.1%(30) 48.9%(43) 10.2%(9) 4.5%(4) 2.3%(2) 88
been held in the school.
24. The school encourages 28.1%(25) 57.3%(51) 10.1%(9) 2.2%(2) 2.2%(2) 89

participation in learning opportunities
for parents.
25. Learning opportunity activities are 24.7%(22) 53.9%(48) 14.6%(13) 4.5%(4) 2.2%(2) 89
scheduled at times favorable to parent
participation.
26. The community involvement 19.1%(17) 29.2%(26) 30.3%(27) 13.5%(12) 7.9%(7) 89

specialist or Parent Liaison actively
recruits parents to participate in
learning opportunities
as teachers. To the proposition that the school encourages participation in learning
opportunities for parents, 57.3% of the respondents agreed. More than forty-six percent
(46.6%) strongly agreed to the statement that an educational agreement is given to
parents at the beginning of the school year.
Table 7
Questions 27-29: Parents as Teachers
()
27. An educational agreement (or 46.6%(41) 21.6%(19) 9.1%(8) 18.2%(16) 4.5%(4) 88

compact) is given to parents at the
beginning of the school year.
28. A copy of the parent involvement – 25.0%(22) 22.7%(20) 27.3%(24) 20.5%(18) 4.5%(4) 88
“Home- School Partnership” Board Rule
is given to parents.
29. Resources such as pamphlets, 17.0%(15) 56.8%(50) 11.4%(10) 10.2%(9) 4.5%(4) 88

videotapes, list of references and agencies
that assist parents in helping their
children are available at the school site
for parents.
34
Table 8 addressed parents as resources. To the statement that parents are
encouraged by school staff to demonstrate their use of special knowledge, abilities,
talents, and cultural experience in school programs and activities (in questions 30-31),
fewer than half (18.4%) of the respondents agreed. Nearly 14.0% (13.8%) of the
respondents disagreed with the statement that parents are employed in the school where
their child is attending and/or are made aware of employment opportunities through job
programs.
Table 8
Questions 30-31: Parents as Resources
()
30. Parents are encouraged by school 18.4%(16) 48.3%(42) 26.4%(23) 6.9%(6) 0.0%(0) 87
staff to demonstrate their use of
special knowledge, abilities, talents,
and cultural experiences in school
programs and activities, such as career
days, mentoring programs, and tutorial
sessions.
31. Parents are employed in the school 21.8%(19) 40.2%(35) 21.8%(19) 13.8%(12) 2.3%(2) 87
where their child(ren) attend and/or
are made aware of employment
opportunities through job programs
as advisors, advocates, and participants in decision making. While 5.9% of the
respondents disagreed with the statement that parents are participants in decision-making
committees and parent groups such as PTA committee, 57% of the respondents strongly
agreed to the proposition that opportunities in the school to participate in such
committees are publicized through bulletin board displays, flyers, newsletters, online
websites, and or calendars of events.
35
Table 9
Questions 32-33: Parents as Advisors, Advocates, and Participants in Decision-Making
()
32. Parents are participants in 57.6%(49) 32.9%(28) 3.5%(3) 5.9%(5) 0.0%(0) 85

decision-making committees and
parent groups such as PTA
Committee.
33. Opportunities in the school to 57.0%(49) 34.9%(30) 4.7%(4) 3.5%(3) 0.0%(0) 86

participate in such committees are
publicized through bulletin board
displays, flyers, newsletters, online
web sites, and/ or calendars of
events
The final question was structured as an open-ended question to collect general
comments or suggestions from principals on parental involvement in their schools.
Thirty-three principals responded to the item. The responses collected were analyzed
using a content analysis. Topics or themes mentioned most often are listed below.
1. Parents are welcomed into the school where they are involved in decision-
making, planning, volunteering though PTA and School Community Council
(39.9%).
2. Parents show less concern in getting involved at school (21.1%).
3. Parents hold a monthly meeting on how they can help to improve the school
(12.12%).
4. There is a high level of parental involvement in the school (12.12%).
5. Schools use newsletters and other forms of communication to reach parents
(9.09%).
36
6. Schools are working hard to improve parental involvement (9.09%).
7. Parents are provided with resources and are educated through computer
awareness programs and workshops on how to get involved (9.09%).
8. A few schools acknowledged that they struggle in getting parents involved
(6.06%).
Other responses were collected but were not cited as often as the ones mentioned above.
Data Analysis
Areas of Agreement
The vast majority of the findings for this study aligned favorably with the
reviewed research and literature. The two main categories of variables with the highest
percentages of responses congruent with previous research are the following:
Many principals (76.9%) felt strongly that parents were welcomed into the school
at all times, which when combined with those who agreed (19.8%) totaled to 96.7%.
Also, the distribution of the student/parent handbook at the start of the academic year was
agreed upon by 71.9% of principals. This was a total of 94.5% when combined with the
23.1% of principals who agreed to this statement.
Furthermore, principals strongly agreed (64.8%) that information about school
events is given out regularly to parents throughout the school year, and 33.0% of the
principals agreed to this statement totaling 97.8%. In addition, the proposition that
parents were invited to attend at least one school activity during the school year was
strongly agreed to by 64.0%, making a total of 93.2% when the agreed percentage of
29.3% is added to it.
37
Areas of Disagreement
Perhaps more significant were the areas where the data reported disagreed with
research endorsed practices or legal requirements. To the item, there is a parent resource
center or space inside the school for parents, 24.7% of the respondents disagreed and
4.5% strongly disagreed. Also, to the proposition that a copy of the parent involvement
“Home-School Partnership” Board Rule (required under NCLB) is given to parents,
20.5% of the respondents disagreed while 4.5% strongly disagreed, making a total of
25%.
To the statement that an educational agreement (or compact) is given to parents at
the beginning of the school year, 18.2% disagreed while 4.5% strongly disagreed, making
a total of 22.7%. Furthermore, to the proposition that the community involvement
specialist or Parent Liaison actively recruits parents to participate in learning
opportunities, 13.5% disagreed, 7.9% strongly disagreed, while 30.3% remained neutral.
Summary
This chapter presented the demographic data and responses from the survey. The
data were summarized for each item using tables to show the percentages of the
responses given for each alternative. The open-ended question was analyzed using
content analysis to form categories that were developed into topics or themes, and the
percentage of respondents who gave responses aligned with each theme were reported.
38
CHAPTER V
FIDIGS, COCLUSIOS, AD IMPLICATIOS
Introduction
This study investigated the ways in which schools involve parents. Electronic
survey software was used to collect data from principals in New Mexico, Arizona, and
Utah, based on the availability of published email addresses. The study sought answers to
the following question: What are the ways schools get parents involved? This chapter
will summarize the study including its findings, conclusions, implications, future
research, and summary.
Summary of the Study
Studies reviewed in the literature indicate that schools need to build parental
involvement in school programs and determine how they can support their children’s
education through the home. Studies pointed to the need to involve parents in areas such
as pedagogy, planning, decision-making, and other activities (Epstein, et al, 1997). Also,
studies found that parental involvement increase student’s achievement and school
success (Harris, 1993). Despite the advantages and benefits of parental involvement, it is
worth noting that schools and families face barriers to parental involvement such as time,
inadequate communication, and lack of knowledge on how to involve parents.
Furthermore, schools do establish good programs of parental involvement, but often fail
to improve and sustain them.
The respondent principals represented elementary schools, middle schools, and
high schools from small towns, rural, suburban and urban areas. Ninety-five (95)
principals responded to the survey. The questionnaire was distributed to a sample of
39
approximately 600 principals. Of the returned surveys, 92.6% were completed; 7.4% had
incomplete responses to the questions. One hundred ninety-one (191) emails were
undelivered, and 314 other recipients did not respond to the survey. Of the 409 e-mails
assumed delivered, the 95 questionnaires returned complete represented a 24% return
rate.
Findings
In summary, over ninety-percent of the respondent principals agreed or strongly-
agreed to the following:
On the other hand, appropriately twenty-percent of the participant principals
either disagreed or strongly disagreed to the following statements:
2) A copy of the Home-School partnership Board Rule (required under NCLB) is given
to parents,
school year, and
40
Conclusions
What are the ways schools get parents involved? Given the question of the study,
the highly positive findings for parental involvement practices were those considered
common to many schools; e.g., welcoming parents into the school, distributing
information about school events, inviting parents to attend school activities, and handing
out student-parent handbooks at the beginning of the school year. While it was excellent
to observe such strong approval for these items, for the purposes of this study special
attention should be paid to the other list, as well.
Unlike the familiar practices executed by a majority of schools, the following less
common elements contained practices that were newer, less familiar, more innovative
and considerably less well-defined in proactive terms. They represent what Senge (1993)
referred to as “the higher hanging fruit.” For example, the majority of respondent schools
indicated not having a Parent Center. Such a place--where parents would be educated and
trained to become involved—represents a long-term commitment, including planning,
funding, allocating space, and staffing. As a whole, respondents lacked the Home-School
Partnership Board Rule on parental involvement (a stipulation of NCLB). Furthermore,
few respondents reported presenting an educational compact to parents at the beginning
of the school year. Moreover, a substantial majority of the respondents lacked a
community involvement specialist or another designated liaison to recruit parents to
41
It is worthy to conclude that a majority of the schools in the sample tend not to
use less familiar and more innovative ways to get parents involved. It is imperative that
schools increase their efforts in these challenging areas.
Implications
The implications for this research are summarized as follows:
1) Schools should increase their efforts in enforcing in following the directive of
NCLB in giving parents a written agreement of home school partnership. Also, an
educational agreement or compact should be given to parents at the beginning of
the school year, so that parents become responsible in their role of educating their
children at home.
2) Schools should allocate funding to build and staff a parent resource center
within the school for parents, organize seminars to educate stakeholders,
including parents, on how to get involved, and recruit a community involvement
specialist who will make sure that parents are involved in the education of their
children.
Further Research
This study sought answers to the following question: What are the ways schools
get parents involved? From the findings of the study, it was noted that the majority of the
schools were maintaining the traditional means of getting parental involvement. Further
research could seek to answer the following questions:
1. Do school principals and teachers receive adequate education and training on
parental involvement?
42
2. Do schools have sufficient funding to run home-school partnership programs?
3. Why are schools not using new and innovative ways to get parents involved?
A majority of the schools lack a parent resource center and a community
involvement specialist to implement these resources. This might be as a result of
insufficient funding, or a resistance to change to new and innovative ways to get parents
involved.
Summary
The purposes of this study are listed below:
1) Determine ways schools engage parents,
2) Examine the levels of home-school communication, and
3) Identify the barriers to parental involvement and how they can be overcome.
Over ninety-percent of the participant principals agreed or strongly-agreed to the
following:
On the other hand, fewer than twenty-percent of the participant principals either
disagreed or strongly disagreed with the following statements:
2) A copy of the Home-School Partnership Board Rule (required under NCLB) is given
to parents,
43
school year, and
Despite being urged by experts and the government to get parents involved, this
research has shown that schools have only tried to do so at a minimal level. The society is
aware of the importance of parental involvement in their children’s education, as
previous researches have shown. It is, therefore, time for schools to take parental
involvement to a whole new level by creating new and innovative programs for parents to
get involved.
44
APPEDIX
Parental Involvement Survey 2009
Dear Principals,
As a Masters Student in Educational Leadership at New Mexico Highlands University, I

understand that parental and community involvement is important in supporting our
schools as they meet students’ needs. I therefore invite you to participate by completing a
parent involvement survey which seeks to investigate the various ways schools get
parents involve in the education of their children. I have designed a user friendly and
quick to complete survey. The survey is anonymous and information about individual
schools will be kept confidential. I am asking you to complete it no longer than
November 6th, 2009. Please return the survey electronically by survey monkey.
I realize your time is valuable and limited. This survey should take no more than 20
minutes to complete and should present no more stress or risk than activities of a school
day. Your cooperation in promptly completing and returning this survey will be greatly
appreciated. (For the purposes of Human Subjects Review, please note that your
participation is anonymous and voluntary and that completion and return of the survey
constitutes your consent to participate.)
If you have any questions, feel free to contact me or my research sponsor at:
Sylvia Che, Primary Investigator Dr. Burns James Burns, Ed.D.

1010 San Francisco Ave. Research Sponsor
Apt 305 New Mexico Highlands University
Las Vegas, NM 87701 Las Vegas, NM 87701
505-425-4280 505 412-2609
Silnash2000@yahoo.com jamesburns@nmhu.edu
Part I: Demographic Data
Instructions: Please place an “X” in the box next to the response.
1. State
Arizona New Mexico Utah
2. School Type (Select all the school types you are leading as a principal)
Preschool
Elementary School
High school
Middle School
45
3. Geographical region of the school
Urban Suburban Small Town Rural
Part II: Survey Items
Place an “X” in the box that indicates your response: strongly agree, agree, neutral,
disagree, or strongly disagree
Question 4 through 8. Parent Feelings, Attitude Strongly Agree eutral Disagree Strongly
and Beliefs about Themselves, Administrators, Agree Disagree
Faculty and the School in general
4. Parents are welcomed into the school at all times.
5. Parents are clear about how they can get involved

at school.
6. Parents are comfortable in communicating with
the school administrators (principal, assistant
principal, dean)
7. Parents’ contributions are valued by the school.
8. Parents know how to get involved in their child’s

education away from school.
Questions 9 through 11. Parent’s Knowledge of Strongly Agree eutral Disagree Strongly
the School District’s Structure Organization Agree Disagree
9. Parents understand the way the school system

work.
10. Parents know how to contact the administrators
of your school.
11. Parents know how the school district is
structured.
46
Questions 12 through 18.Home-School Strongly Agree eutral Disagree Strongly
Communication Agree Disagree
12. Information about school events is given out
regularly to parents throughout the school year.
13. A student/parent handbook containing
information about school policies is given out at the
14. Parents are informed in writing about how they
may contact their children’s teachers.
15. Print material is made available to parents in
their primary language
16. A school calendar of activities for parents is
distributed monthly.
17. Parents are aware of the various ways to reach
the school about their concerns.
18. Parents utilize these various ways to reach out to
the school.
Questions 19 through 22: Parents as Supporters Strongly Agree eutral Disagree Strongly
Agree Disagree
19. Orientation meetings for parents about school
procedures and programs are conducted at the
20. Parents are invited to attend at least one school
activity during the school year. Example PTA, parent
committee, etc
21. There is a parent resource center or space inside
the school for parents.
22. Parents are included in the planning and
implementation of some school events.
Questions 23 through 26: Parents as Learners Strongly Agree eutral Disagree Strongly
Agree Disagree
23. Learning activities for parents have been held in
the school.
24. The school encourages participation and learning
opportunities for parents.
25. Learning opportunity activities are scheduled at
times favorable to parent participation.
26. The community involvement specialist or Parent
Liaison actively recruits parents to participate in
learning opportunities
47
Questions 27 through 29: Parents as Teachers Strongly Agree eutral Disagree Strongly
Agree Disagree
27. An educational agreement (or compact) is given
to parents at the beginning of the school year.
28. A copy of the parent involvement – “Home-
School Partnership” Board Rule is given to parents.
29. Resources such as pamphlets, videotapes, list of
references and agencies that assist parents in helping
their children are available at the school site for
parents.
Question 32 through 33: Parents as Advisors, Strongly Agree eutral Disagree Strongly
Advocates, and Participants in Decision-Making. Agree Disagree
32. Parents are participants in decision-making
committees and parent groups such as PTA
Committee.
33. Opportunities in the school to participate in such
committees are publicized through bulletin board
displays, flyers, newsletters, online web sites, and/ or
calendars of events
Questions 30 through 31: Parents as Resources Strongly Agree eutral Disagree Strongly
Agree Disagree
30. Parents are encouraged by school staff to
demonstrate their use of special knowledge, abilities,
talents, and cultural experiences in school programs
and activities, such as career days, mentoring
programs, and tutorial sessions.
31. Parents are employed in the school where their
child(ren) attend and/or are made aware of
employment opportunities through job programs
Question 34: Make any further comments or suggestions on parental involvement in your
school.
48
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61

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PARENTAL INVOLVEMENT IN EDUCATION:

HOW DO SCHOOLS GET PARENTS INVOLVED?

New Mexico Highlands University

A Thesis Presented to the Graduate Division

Approved by Examining Committee:

Michael F. Anderson, Ph. D. James Burns, Ed. D.

Loretta Salazar, Ph. D.

Linda LaGrange, Ph.D. Christopher Nelson, Ph. D.

assistance of committee members, participants, family, and friends. I want to extend my

a lot of input and revisions for the realization of the thesis.

In addition to technical and instrumental assistance mentioned above, I received

been very supportive, morally and spiritually.

different ways to get parents involved.

descriptive tables, summary narratives and content analysis.

In summary, over ninety-percent of the participant principals either agreed or

strongly-agreed on the following:

1) Parents are welcomed into their schools,

3) Information about school events is distributed regularly, and

In contrast, fewer than twenty-percent of the participant principals either

disagreed or strongly disagreed with the following statements:

1) There is a parent resource center in the school,

3) An educational agreement or compact is given to parents at the beginning of the

school year, and

4) A community involvement specialist or liaison person actively recruits parents to

participate in learning opportunities.

Despite urging by educational researchers and the government to get parents

approaches to involve parents.

LIST OF TABLES …..…………………………………………………………….…….vi

PREFACE ……………………………………………………………………………… vii

CHAPTER III ………………………………………………………………………….. 23

TABLE 4.1 Questions 1-3 (Demographics)…..................................................29

themselves, Administrators, Faculty and the School in

TABLE 4.3 Questions 9-11: Parent’s Knowledge of the School District’s

TABLE 4.4 Questions 12-17 Home-School Communication………………...32

TABLE 4.5 Questions 19-22: Parents as Supporters…………………..….….33

TABLE 4.6 Questions 23-26: Parents as Learners……………………….…...34

TABLE 4.7 Questions 27-29: Parents as Teachers…………………..............34

TABLE 4.8 Questions 30-31: Parents as Resources………………………….35

TABLE 4.9 Questions 32-33: Parents as Advisors, Advocates, and Participants

Parental involvement is a vital issue in the educational process and therefore

an international student, I came to realize that parental involvement is emphasized more

parent-teacher organizations, parents’ participation is most often limited to financial

A course in School and Community Relations broadened my knowledge on the

importance of parental involvement in education. I was motivated to explore ways

schools involve parents in the education of their children.

in the world at large.

ITRODUCTIO OF THE STUDY

have direct impact on their children’s progress in school.

Conceptual Underpinnings of the study

its educational system. Parental involvement in schools became a major issue.

services. All of this occurred in a time of dwindling resources. Additionally, parents

rewarding adult lives (Kathleen & Karen, 1989).

constant in children’s academic achievement and social adjustment. Although many

opportunity to teach, be models, and guide their children (Michigan Department of

their children because of the situation in my home country, Cameroon. During my

According to Keane (2007), parental involvement improves the chances of

school (p. 44).

Statement of the Problem

make the greatest contributions to education (Barclay & Boone, 1996).