The International Observatory on Academic Achievement - Documentary search

File number :
IST-CEFC-01e

Bibliographic reference :
National Center for Education Statistics (NCES) - Institute of Education Sciences (IES) (2006). School and Parent Interaction by Household Language and Poverty Status: 2002-03. Issue Brief, September 2006. [En ligne] <http://nces.ed.gov/>.

Abstract :

Language minority parents are more likely to face a number of challenges when communicating with their children’s school, owing particularly to their inability to understand the majority language or unfamiliarity with the school system.

The National Center for Education Statistics (United States) published this newsletter, in which communication practices introduced by schools and opportunities for parental involvement were compared on the basis of household language, i.e. English or Spanish. In this analysis, family income was also considered at three levels: poor, “near-poor” and “non-poor”. Data were drawn from a survey conducted during the 2002-2003 school year with parents of school-aged children.

Communication Practices
During the 2002-2003 school year, most parents (92%) speaking English or Spanish at home received school communications addressed to them.

However, a greater number of English-speaking parents reported receiving personal communications in the form of notes or e-mails (50% versus 40%), except for telephone communications. They also received more newsletters, memos or notices addressed to all students (92% versus 82%) than did Spanish-speaking parents.

When considering the same poverty level, a greater proportion of English-speaking parents again reported receiving personal communications: (1) poor - 49% versus 40%; (2) “near-poor” – 52% versus 39%; (3) and “non-poor” – 50% versus 42%.

Results also showed that in the case of low-income English-speaking families, parents reported receiving fewer communications from the school, compared to non-poor parents. No measurable differences were found between English- and Spanish-speaking households based on family income.

Opportunities for Parental Involvement
A proportion of 96% of parents reported being informed of at least one general meeting to be held during the year. However, except for parent-teacher meetings, English-speaking parents reported having had more opportunities for involvement in school- or class-held activities (78% versus 65%) and for volunteering (88% versus 58%) than did Spanish-speaking parents.

Likewise, at the same poverty level, English-speaking parents were yet again those who most often reported receiving opportunities for involvement. For instance, proportions were as follows with regard to general meetings: (1) poor- 94% versus 87%; (2) “near-poor” – 96% versus 92%; “non-poor” – 98% versus 92%.

Furthermore, it was observed that poor English-speaking households received fewer opportunities for involvement, except regarding parent-teacher meetings. No measurable differences were found with Spanish-speaking households with regard to family income.

Conclusion
Based on these data, differences were found in school communication practices with parents and the opportunities for involvement they were offered on the basis of household language. Distinctions were also found among English-speaking households based on the poverty level. However, these distinctions were not found among Spanish-speaking households.

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

Key Words :
Communication with Parents, Opportunity for Partnership, First Language, Household Language, Parental Language, Socio-economic Status, Language Minorities, Ethnic Minorities, Educational Inequalities, Newsletter14

Monitored Countries :
United States