Term of Award

Summer 2011

Degree Name

Doctor of Education in Education Administration (Ed.D.)

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

Department of Leadership, Technology, and Human Development

Committee Chair

Lucindia Chance

Committee Member 1

Meca Williams-Johnson

Committee Member 2

Denise Weems-White

Committee Member 3

n/a

Abstract

This sequential mix methods case study used a critical perspective to explore parents' perceptions of their parental involvement and the relationship to student achievement in a Title I elementary school. The survey based on the work of Epstein and Salinas (1993) was used to gather data from parents of students who attended first, second, and third grade in the 2009-2010 school year in an inner city elementary school. Results from the Criterion Reference Competency Test (CRCT) were used to measure achievement and free or reduced lunch was used as a measure of economically disadvantaged. Findings emerged from this study explored parents' perceptions towards three of Epstein's Six Types of Parental Involvement, Communication, Volunteering and Decision-making. Secondly, parent's perceptions of their involvement when grouped by their children achievement level on the CRCT and parental practices were explored. The survey results revealed parents' highest perceptions of their involvement (45.2%) in the Communication dimension. Parent's lowest perception of their involvement (44.9%) represented the Decision-making dimension followed by Volunteering with 44.3%. The findings from the surveys revealed there was not a significant difference of perceptions of parents towards parental involvement based upon the dimensions. Secondly, there was not a significant difference between parent perceptions of their involvement in the three dimensions when grouped by student's CRCT achievement level. Lastly, there was not a significant difference in parental practices in the dimensions Communication and Decision-making. However, there was a significant difference in parental practices in the dimension Volunteering for parent's of students in "meets/exceeds" versus parent's of students in "does not meet" state standards. The survey and interviews revealed the need for more intensive efforts to increase parental involvement. This study fostered awareness among economically disadvantaged parents, administrators, teachers, and district personnel. Based on these findings, implications for practice and recommendations for future research were discussed.

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