2026 Conference Archive
Combating Chronic Absenteeism through Parent Engagement
Location
Boston 2&3
Session Format
Presentation
Abstract
This action research project examines the impact of targeted parent and teacher collaboration on chronic absenteeism at a charter school. In efforts to increase family engagement and to improve student participation and learning, the project includes professional development designed to equip teachers and families with best-evidence practical, relationship-based strategies to build positive school-home connection. As part of action research, the project planned and implemented a series of research-based intentional interventions such as student self-check-in system, family engagement events, and teacher training. For impact assessment of the interventions on student performance and family engagement, mixed-methods design was used including interviews, surveys, observations, and records-analysis for data collection and analysis. Through the intentional, targeted interventions, teachers and families worked together to create a more supportive and accountable learning environment. The findings highlight the transformative potential of what happens when a community works together and affirm the importance of ongoing school-home collaboration to sustain meaningful positive change in student participation and learning.
Keywords
Student Absenteeism, Parent Eneagement, Home-School Collaboration
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Feng, Jay and Parks, Shyla, "Combating Chronic Absenteeism through Parent Engagement" (2026). Georgia Educational Research Association Conference. 17.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/17
Combating Chronic Absenteeism through Parent Engagement
Boston 2&3
This action research project examines the impact of targeted parent and teacher collaboration on chronic absenteeism at a charter school. In efforts to increase family engagement and to improve student participation and learning, the project includes professional development designed to equip teachers and families with best-evidence practical, relationship-based strategies to build positive school-home connection. As part of action research, the project planned and implemented a series of research-based intentional interventions such as student self-check-in system, family engagement events, and teacher training. For impact assessment of the interventions on student performance and family engagement, mixed-methods design was used including interviews, surveys, observations, and records-analysis for data collection and analysis. Through the intentional, targeted interventions, teachers and families worked together to create a more supportive and accountable learning environment. The findings highlight the transformative potential of what happens when a community works together and affirm the importance of ongoing school-home collaboration to sustain meaningful positive change in student participation and learning.
