The International Observatory on Academic Achievement - Documentary search

File number :
IST-CEFC-02e

Bibliographic reference :
National Center for Education Statistics (NCES) - Institute of Education Sciences (IES) (2005). Parents’ Reports of Schools Practices to Provide Information to Families: 1996 and 2003. [En ligne].
<http://nces.ed.gov/>.

Abstract :

This statistical report published by the National Center for Education Statistics in the United States deals with practices endorsed by schools to provide information to parents. The main goal of this survey was to determine whether or not there is a relationship between these practices and the frequency of parental involvement in school viewed as a significant contribution to student academic achievement. Other factors were also considered based on the type of school and selected student and family characteristics.

Data Source
The data used in this analysis were drawn from the 2003 Parent and Family in Education Survey and compared with results obtained from the same survey conducted in 1996. The parents of 11,265 early elementary to late high school students completed the 2003 questionnaire.

School Information Practices
Seven school practices were considered, including:
(1) Letting parents know how their child was doing in school between report cards;
(2) Making parents aware of opportunities for involvement in school activities;
(3) Informing parents on why their child was placed in a particular group or class (e.g., special education);
(4) Informing parents on how to help their child with his/her homework;
(5) Providing workshop materials and tools or advice on how to help their child learn at home;
(6) Helping parents to understand what children at their child’s age are like;
(7) Informing parents about community services offered to help children and their families.

Parents interviewed had to report on how these practices had been conducted by the school using a “very well”, “just ok”, “not very well” or “not at all” rate. Parental involvement in school was measured based on the self-reported number of times that parents were involved (0 to 10 times or more).

Main Results
Results obtained in 2003 were similar to the 1996 results. A positive link was found between school practices to provide information to parents rated as “very well” and the frequency of parental involvement. The nature of this relationship could be twofold: (1) schools endorsing effective communication practices would increase parental involvement; and (2) parents becoming more involved would be better informed.

Differences were observed based on the type of school and on student and family characteristics. Parents reported that a larger number of practices had been conducted “very well” in the following instances: in private schools compared to public schools, in small schools compared to larger schools, when less-educated parents were concerned (in 1996, but not in 2003), with Hispanic children compared to white children, and in the earlier years of schooling. Lastly, the relative importance of these factors has yet to be determined.

Links :
http://nces.ed.gov/

Key Words :
Information to Parents, Communication with Parents, Parental Involvement, School Type, School Size, Parental Education Level, Grade Level, Ethnicity, Newsletter14

Monitored Countries :
United States