Action Research Final

Running Head: PARENTAL INVOLVEMENT
The Effect of Parental Involvement in Low-Income Schools
Cynovia Hall
University of St. Thomas
Research Professor Dr. Alice Ledford

November 24, 2014
PARENTAL INVOLVEMENT
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Table of Contents
Abstract
Chapter 1: Introduction
Importance of Parental Involvement
Research Question and Justification
Self Reflection and Background Knowledge
Chapter 2:Literature Review
Redefining Parental Involvement
Parental Involvement and Child Rearing Environment
Parental Involvement and Student Motivation
Parental Involvement and Changes in Academics
Parental Involvement and Its Affect on Behavior
Parental Involvement and its Minimal Impact
Chapter 3: Methods
Participants
Measures
Design
Procedure and Data Analysis
Chapter 4: Results
Chapter 5: Discussion
Strengths and Limitations
Recommendations and Action Planning
References
Appendix
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Abstract
The purpose of this case study is to look at the impact parental involvement has on student
achievement, in all aspects, in low income and urban schools. This research focused on four
African American students and their parents who come from low socio-economic status
mimicking that of the community in which the school is. These students are a part of a cohort
that has traveled from the first to second grade together with the same teacher, allowing for
academic and behavior data to be collected for the past two years. For research purposes,
parental involvement was defined as in-class activity engaging in the instruction and learning.
Four parents, mothers, participated in class for four weeks over a nine-week span. Prior to, as
well as after, their academic and behavior records were assessed and compared to research the
impact of parental involvement on student achievement in schools.
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Chapter 1
Introduction
The Importance of Parental Involvement

In urban communities, parental involvement is at a minimum. According to Horsford
(2012), Parent and family engagement in the educational lives of children and youth positively
influence student learning and achievement (pp.79). Although, this is true, urban schools have a
history of uninvolved parents. Within urban schools, African American parents have reported
lower overall rates of parental involvement across a range of different activities in comparison to
their European American affluent counterparts. Moreover, these low reported rates of inner-city
parental involvement persisted even in selected cases where their children were classified as
academically gifted(Abdul-Adil, 2006) and because of this, these communities have been
stereotyped as having nonchalant attitudes towards education suggesting that inner-city parents
may be disinterested in (and possibly hostile to) their children's educational success.(AbdulAdil, 2006 ) As an educator, it is difficult to have a true idea of how the parents feel because of a
lack of parental involvement. According to Abdul-Adil, parents who maintained positive parental
beliefs about their children's abilities as well as active parental behaviors to support their
children's achievement had children that showed success through their elementary schooling
experience. (p. 5)
Research Question and Justification
Up to this point I have turned in over 20 discipline referrals for the same 4 students
whose academics have proven to be sub-par to their abilities. These students present problems
during ancillary, field trips, after-school programs, lunch and in the classroom. Their academic
progress has been negatively affected because of the repetitive removals from class as a
consequence of their behavior. (Utley, 2002) Their parents are only involved with the school,
when intervening or being notified of their childs behavior or failing grades. By conducting a
case study and qualitative research I can determine if students academic and behavioral success
can be shaped positively by increased and strategic parental involvement. This case study will
give parents the opportunity to build relationships, deepen their understanding of the behavior
and academic expectations at Woodson K-8 Leadership Academy, engage in meaningful student
centered learning, and reiterate the importance of education to their children. Research literature
on parental involvement shows that active parent and family engagement in the educational lives
of children and youth positively influence student learning, engagement, and achievement
(Horsford, 2012). Parental involvement has been correlated with everything from increased
literacy and math competency to improved student attendance better student teacher
relationships and college readiness. (Horsford, 2012) I predict that these students will
demonstrate an increase in their academic scores in the core subjects, math, reading science and
social studies and a decrease in behavior referrals. Outside of my four students, all ranging from
7-9 years old African Americans, two administrators will be involved. I want to include all of the
administration that my students come in contact with, which will create consistency and help to
make the research more efficient and effective. It is also important that the administrators are on
the same page and able to support the research being done. This case study cannot be done
independently instead it requires the school team to allow the research to be carried out with
fidelity.
Self Reflection and Background Knowledge
After working at Woodson K-8 Leadership located in the Sunnyside community and
visiting other schools within the community, I have noticed a pattern with behaviors as well as
with parental involvement. After being with my students for two years, I have come to realize
their true potential, but I have also noticed their shortcomings. One thing I have noticed about
students from low-income communities is that relationships are important. While I have been
able to build relationships with them outside of school as well as during, all of their other
teachers have not had the opportunity to do so, which leads to behavior issues as well as
disinterest in their education. Students from low-income communities need to be surrounded by
people they feel believe in them and support them, an adult who will never give up on them,
who understands the power of connection, and insists that they become the best that they can
possibly be(Pierson, 2013). By going to my students homes, eating dinner, attending their
birthday parties, basketball games etc. it provides me with insight as to how my students interact
with their families, what they value, and what they enjoy. I have found that students misbehave
when they have to take on a different personality at school than the one they have when they are
with their families. Students should be able to be the same regardless. By building relationships
with my students, I saw a major decrease in behavior issues as well as an increase in their
academics, temporarily. Boynton (2005), states Children are more likely to be respectful when
important adults in their lives respect them. They are more likely to care about others if they
know they are cared about (p.1). I have also noticed that the behaviors they demonstrated in the
classroom did not transfer over into their other classes, nor other interactions with the teachers on
our campus.
By building relationships with the students and their families, I can learn what students
are interested in, as well as their behavior when in a natural and comfortable environment, such
as with their parents. It also lets students know that we-the parent and the school-are invested in
their education, it is a partnership. It also lets students know that their parents are accessible.
Parents will have expectations for future parent-teacher relationships as well as how to advocate
for their students. (Smith, 2002) By decreasing behavior issues and allowing students to focus on
their academics, students will able to receive more instruction increasing their knowledge base.
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Chapter 2
Literature Review
Students in low-income and urban communities are expected to perform below their more
affluent peers based off of several uncontrollable factors. Parental Involvement has a major
impact on academic success in low-income and urban schools. Parental involvement is defined
as the level of involvement in the educational process inside of school as well as outside, this
includes, the level of communication with the teacher, the amount of supervision and feedback
given on homework, the amount of support given at school functions, the support of ongoing
learning outside of school etc. For purposes of this research, the definition has been narrowed
down to the in-class and hands on support. Brown v Board of Education was a case that
established separate but equal schooling was unconstitutional. Now while that has been over 50
years ago, minority students and parents still face challenges making it difficult for students to
attain an equal education. In Angela Loves article, Teacher Beliefs and Student Achievement In
Urban Schools Serving African Americans, successful urban educators create a community of
learners much like an extended family. Through this extended family, positive attitudes and high
expectations are apparent for example, regarding students overcoming obstacles such as poverty.
Combining positive attitudes and high expectations with interpersonal interactions such as
insisting students work harder, acknowledging students efforts, and exerting extra effort assisting
students prepares students for success. Successful teachers of low-income minority students form
strong relationships with teachers students and parents (pp. 89). While in the classroom, an urban
educator takes on a parenting role because often these parents are absent in the schooling
experience. Teachers create a nurturing and supportive family-like environment to encourage
students to survive not only emotional hardships, but also academic. This reiterates the
importance of parental involvement, at school as well as in the home. Teachers who did not
create this community of learners environment often had students who were disengaged, offtask, and low academically (Love, 2005). The level of parental involvement in schools varies
dependent on the background of the parents. Driessen divides parents in four separate groups. All
parents fall into one of these groups, partners, participants, delegators and invisible parents.
(Dreissen, 2005) The first two groups are largely involved in their childs schools experience.
The group of partners is also active in the formal participation activities and would be considered
most active, they have a high socio-economic status, highly educated, and their children typically
attend Montessori or Jena Plan schools. The largest groups would be considered the participants
that consist of parents with middle to high socio-economic position and their children traditional
attend predominantly public, nonreligious schools. The biggest different between the delegators
and invisibles is the backgrounds of each group, as they are both very passive. The group of
delegators is made up of parents with a denomination philosophy of life. In their eyes the teacher
is an expert and therefore is responsible for the education of their children. This group supports
from a distance. The invisible groups of parents consist of primarily parents with a low-socioeconomic position. The parents in that group participate much less in activities. It is said that
parents who usually are more involved are more educated. The invisible parents are consisted of
mostly low-education parents who had considerable difficulties communicating with the school
and often feel powerless in relation to the school. Parents from disadvantaged groups experience
barriers to communication with the school and, as a result, barriers to cooperation with the
school. In addition to these, there is often a difference in opinion with regard to education and
socialization within the distinguished domains with a significant number of the minority parents
placing responsibility more or less on the school. It is precisely children from lower socio-
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economic milieus and as ethnic minority background who generally achieve less at school and
therefore stand to benefit from improved and more intensive support from the school with
respect to education and learning within the family (Driessen, 2005). The relationship between
socio-economic status and parental involvement has lead to much research and raised several
questions as it is arguable if the two are related; however, it is generally believed that the two are
related. Similarly, ethnicity has proven to be a factor as well. Because ethnicity and socioeconomic status are related observable differences in parental involvement among certain ethnic
and racial groups may partially be due to socio-economic status. According to Xitao Fans
research, which was done in a low-income school regarding parental involvement. He found that
91% of parents have high aspirations for their children, but only 53% participate in activities that
take place at school and only 51% of parents supervise their children while they partake in
school related and academic activities. As seen in these communities parents are often working
several jobs and have outside obligations preventing them from physically being at the school or
able to supervise, but these parents have high hopes and expectations for their children. In
reference to Fans research parental involvement dimensions showed positive effects on the
growth curves academically over and above that of socioeconomic status and the positive
effective of education aspirations was more consistent (pp. 49-52). Students whose parents had
reported higher expectations for their childrens educational attainment performed better initially
and accelerated faster in their academic growth. Volunteer is another parental involvement
dimension that showed positive effects on students academic growth. Another dimension,
contact with school, showed some non-negligible negative effects on students initial academic
performance. The children of those parents who reported more contact with the school had
somewhat lower initial academic performance. The negative impact was only in math. When
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more closely examined. Parental contact was broken into three categories, academic
performance, and academic programs and about behavior. More parental contact with the school
about these issues may be triggered when students are not doing well in school to begin with.
Thus, contact with the school tends to be associated with more problematic students. (Fan,
2001). Minority students in low-income areas are placed at a disadvantage immediately. If they
are going to be able to compete with students who come high-socioeconomic backgrounds, it is
important for schools to do what ice necessary to fill in those gaps.
Redefining Parental Involvement
Parental involvement can look different depending on the demographics, socio-economic
status and environment the school is located in. In order for students to be successful, parental
involvement in necessary, regardless of the method it is done. Students have to receive emotional
support from the home to reiterate the importance of education that the school is reinforcing. It is
also important for parents to be involved in their academic success current and future. Parents
have to express their investment in their childs educational journey. The issue this presents as
stated previously is that dependent on parental situations, all parents are not able to provide the
same type or level of parental support, so it is the schools responsibility to assist parents in
becoming a part of their childs schooling experience. George Lopezs research revealed that
successful urban schools were phenomenal at involving parents because they aimed to meet
parental needs above all other involvement considerations. In other words, schools were
successful not because they subscribed to a particular definition of involvement, but because they
held themselves accountable to meet multiple needs of migrant parents on a daily and ongoing
basis (pp.260). These successful schools sought out to understand their environment and
community in which they worked. When working in low-income and urban schools, the
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schooling experience is completely different. You first have to build relationships with your
students and their family before you can define what parental involvement looks like for your
campus, before any type of substantive involvement could be expected of parents, migrant
parents, they first needed to address the social, economic and physical needs of the families
(Lopez, 2001) There is no archetype for what parental involvement looks like. One successful
urban school that was involved in Lopezs research sought out nontraditional ways to develop
relationships with the families, just to educate our staff, we took busses out there to show them
where some of our kids are coming from. You drive out there, and you can understand where the
kids are coming from. (Lopez, 2001) By becoming a part of the community, the idea of parental
involvement changes. You realize why students didn't complete their homework, or bring in
supplies for extra credit, often times in urban and low-income communities, that is the least of
their worries. In urban schools that have a proven success of parental involvement, home visits
were a top priority. These home visits not only help faculty, administration and staff become
aware of the social context of students, but they also allow school personnel to develop more
personal relationships with families (Lopez, 2001). In order to impact students educational
experience long term, parents have to be involved in the process. At these successful schools,
they made sure every family was personally contacted and maintained continuous contact
throughout the academic year. They also ensured that everyone they hired demonstrated an
angelic or loving demeanor that goes beyond professional, but rather on a personal level. This
type of service leads to greater parental involvement although it is not the traditional definition
of parental involvement; it builds lasting relationships with the school and the families that
support it.
Parental Involvement and Child Rearing Environment
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Parental involvement varies based on the socio-economic background, but it also depends
on the atmosphere these different groups create impacting their development and learning.
According to Okpalas research explained in his article, Parental Involvement, Instructional
Expenditures, Family Socioeconomic Attributes, and Student Achievement, families play a key
role in student achievement. Parental involvement in learning at school and at home is
considered a key component of school reform. There is considerable research to support the
notion that at-home parenting practices, home environment, and parental involvement with
school activities explain many of the variation in achievement on the basis of ethnicity, family
income and parental education.(Okpala, 2001)
Parents from high socio-economic backgrounds tend to create a more school supportive
child-rearing environment. The manner in which the parents in such families function as a role
model, the manner in which the parents and children interact with each other and the interests
and activities of the parents outside of school all exert a positive influence on the achievement of
children. Parents from high socio-economic backgrounds are also more involved and prepared
than other parents to follow the progress of their children and help on their homework. This is
why it is important for schools to provide opportunities for all parents to become involved. It is
important to strengthen the efforts regarding parental involvement in the disadvantaged groups,
the invisible parents. (Driessen, 2005)
Parental Involvement and Student Motivation
When parents are more involved in their childrens lives, the students performed better
academically and were more engaged in school. Students reported more effort, concentration and
attention across four main subject areas: math, English, social studies and science. Research done
by Alyssa Gonzalez involved over ten thousand high school students. The study exposed that
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parental involvement had the strongest positive relationship to students locus of control,
especially when adolescents perceived more parental control. This type of support is necessary in
the development, especially internally, of students. Such parent support is beneficial in that it
helps to offer a sense of security and comfort in a rather unpredictable society as the adolescent
strives for self-development and a sense of identity. These types of students often adopt mastery
goals, and are interested in learning new skills and improving their understanding and
competence, they seek out challenges, persist in the face of difficulty and are more likely to be
intrinsically motivated. Gonzalezs research concluded that parental involvement was positively
related to orientation, when parents showed an interest in their childs education by being
actively involved, students were more likely to seek challenging tasks, persist through academic
challenges and experience satisfaction in their schoolwork (Gonzalez, 2002). When students
know they have supporters, they are more likely to excel. By continuing to be involved in their
childs education, they are sending a message that education is valued and is vital to a students
academic career.
Parental Involvement and Changes in Academics
Parental Involvement not only increases students academic achievement, but it is also a
strong indicator of student success, even after student academic abilities and family socioeconomic status, SES, are taken into account. (Lopez, 2001) Data from the National Education
Longitudinal Study (NELS) revealed variation in both the levels and types of parental
involvement (U.S Department of Education, 1992). For example, in 1988, most parents (79%)
reported regularly discussing current school experiences with their eight-grade children.
Nevertheless, parents discussion with their eighth-grade children about their high school plans
and their plans for after high school were considerably lower (47% and 38%). William Jeynes
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conducted research in a low-income high school using its seniors to describe and study the
impact of parental involvement. The results indicated that having highly involved parents
contribute as a predictor to the academic outcomes for the senior students. When tested, students
with highly involved parents on average had a .4 deviation in comparison to those with less
involved parents in all subjects. The results also indicated that the level of parental involvement
is highly related to that of socio-economic status. (Jeynes, 2005) This leads one to question why
is socio-economic status and parental involvement related, as we must know that in order to
properly address it. Parents who have high educational and occupational attainment are likely to
have high personal drive and determination. It will carry over. Children look up and model what
they see going on in the home, so it is second nature for children to mimic those behaviors. It
follows the saying my ceiling in your floor. Parents highest attainments tend to be their
childrens stepping-stones. Also high achieving socio-economic parents have been the
beneficiaries of an educational system that provided them with income and occupational status;
they are more likely to be convinced that a good education is the most reliable means of
partaking in the American dream. These parents believe in the educational system and therefor
support it. Their parents were highly involved and they see themselves and their family as
successful, so in return they will be just as involved in their childs life. The cycle continues, as
their children produce, because once again they are the product of a good education and as a
result a decent job only further affirming that the education system is worth supporting. (Jeynes,
2005) Parental involvement is highly related to family structure and availability. Single parents
and poor families are more likely to be faced with underemployment in which they must work
long hours or multiple jobs in order to make ends meet. (Jeynes, 2005) Dixon (1994) and
Juliusdottir (1997) found that single parents, especially those who were poor, worked
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significantly more hours each week than their counterparts in two-biological parent families.
This prevents the parent from being available to be very involved in the schooling experience.
Sometimes an increase socioeconomic status, SES, is an expression of parental involvement
(Jeynes, 2005). These parents believe that their education and occupations allow their children
to achieve and have access to more opportunity simply because of their status. By having more
knowledge, money and network, these parents are able to send their children to better schools
and allow them to participate in cultural experiences that less-privileged students would not be
able to engage in.
Parental Involvement and its Impact on Behavior
According to Nancy L. Weishew research regarding variables impacting students
problem behaviors, it was found that low-income and urban schools tend to have more behaviors
issues than the schools located in more affluent and middle class areas. The following were
found in the analysis of classroom misbehavior schools in which students were low-achieving
had negative perceptions of their teachers, and had greater classroom misbehavior, greater
classroom misbehavior was associated with the availability of more counseling services and
large school, and schools with negative climates had greater classroom misbehavior (Weishew,
1993) There are several factors that can be adjusted by the administration; however, parental
involvement also has an impact on students behavior. Parents can help improve their childrens
behavior in school by becoming more involved in their education, monitoring their actions and
helping to increase their achievement, educational expectations (Weishew, 1993). Students need
support from their parents in order to achieve in all aspects, behavior is no different. When
students are aware of the expectations placed on them, they live up to them. When parents
emphasize the importance of education, it is reflected and mirrored in the child.
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Parental Involvement and its Minimal Impact

Although, in recent years there has been a huge push towards involving parents more in
education, some research disagrees with its success. Times are changing. Mothers can now be
breadwinners and stay at home dads are not unheard of. In times such as these, children are much
more independent questioning if parental involvement truly has an impact on student
achievement. Dominas article explains different levels of parental involvement and the different
impacts that each offers. Most forms of parental involvement and childrens learning are weak
compared to the ties between parental involvement and childrens behaviors. Involvement may
be expected to influence childrens outcomes via three mechanisms. Parental involvement
socializes, when, for example, parents supervise their childrens homework, and they convey the
importance of schooling. Second, parental involvement generates social control. Parents who
attend PTA meeting and volunteer in school develop relationships with their childrens teachers
and the parents of their childrens classmates. These relationships make it easier for parents to
monitor childrens behavior and teachers practices. Parental involvement gives parents access to
insider information. When children have problems at school, involved parents learn about these
problems earlier and know more about available solutions. (Thurston, 2005) Different types of
parental involvement have different effects on children, not all leading to academic gains in the
classroom. It is often assumed when speaking of parental involvement, academics will be
impacted, but that is not always the case.
In conclusion, the level of parental involvement in low-income schools is lacking. Some
disagree a significant amount of research supports the positive impact parental involvement has
on students academic achievement, behaviors, motivation, and overall success. Socio-economic
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status can impede the level of parental involvement possible, but there are methods and strategies
that can be implemented to negate this pitfall. Parental Involvement is ambiguous and is
multifaceted. Regardless of the type of parental involvement, it is important for parents to be
aware, in communication, and strongly support of their childrens educational experiences.
Dependent on the culture and demographics of the communities, the methods to reach these
goals may be different, but through unique approaches they can be attained. Parental
Involvement leads to overall success with students and has a positive impact on their educational
experience holistically.
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Chapter 3
Method
Participants
This qualitative study was completed at a local K-8 campus located in an urban and lowincome community. Six students were selected to participate in the study. The students were
selected based off of their previous academic and behavior history on this campus. The students
were chosen based off of the level of parental support they received on the campus, their age,
attendance, gender, and language skills. If their parents were open to the research, attended
school often, spoke English as their primary language and were of the similar age range, they
proven to be a qualified candidate for the research. Each student was screened prior to beginning
the research to ensure their comfort and explain to them the process that would be taking place.
Also, the parents were contacted and informed of the potential research involving their child.
After initial contact was made to the parents, administration was contacted to discuss briefly the
research and the process of which it would be carried out. After both parties agreed, a meeting
was set up to discuss the details and expectations of the research. All parties committed to the
research and offered further assistance if necessary.
The research took place on the campus, specifically in the homeroom classroom of the
students, as the research did extend to other parts of the campus as appropriate. The six students
selected were a part of a cohort, have previously been in the first grade with the same teacher,
these students looped up to the second grade and all have the same teacher as they previously
did. Due to that, the academic records as well as behavior records were still available for
research and did not require any further consent. Parents were physically involved in the research
and present as it happened, again which required no further consent. To be certain that all parties
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were aware and covered, parent consent via the Human Subject Consent Form was gathered in
the occasion that one was absent and research was still being conducted.
Measures
This study was framed to determine the impact parental involvement had on students
achievement in low income and urban schools. Six students were used, all of which have posed
threats academically and behaviorally. These students all came from the same socio-economic
status. They also were a part of a cohort of students that were in the same first grade class
previously. In the previous year their academic and behavior record was similar to that of which
it was then. To elicit further information, all parents and students were interviewed to ensure they
were all equipped subjects for the research. Questions were used to gain insight into their
personal lives as well as their perception of the success in school.
The students success was measured using observations, students discipline documents,
and grades in core subjects. Observations are subjective; therefore, notes were focused on a few
target things, one being the amount of in-school parental involvement that took place. Another
was the type of interactions that took place between the parent and the student, positive or
negative. Also noted was the students attitude towards school, students apparent level of
motivation and interest and students work ethic. Students discipline documents, which included
referrals and behavior reflections, were monitored. Their discipline documents from the first nine
weeks were compared to the documents used during the time of research. It was comparable
because the length of time the documents were gathered spanned across equal time periods.
Lastly, their numerical grades were compared to their previous report cards and progress reports.
All data gathered was from the same nine weeks and compared to the data given after the
research was complete to ensure its validity.
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Design
This qualitative study was done in the form of a case study. By experimenting through the
means of a case study, a particular phenomenon can be focused on. Because its purpose was to
determine the impact parental involvement had on achievement in low income and urban
schools, a case was selected to provide information regarding the research. Prior to gathering any
information, an informal interview was held to determine if the potential participants had the
availability and interest to participate in such research. Before selecting those to participate in the
informal interview, data was gathered regarding their students academic and behavioral records,
to ensure the family would be the best fit.
In order to minimize any threats that would invalidate the research a few precautionary
steps were taken. The students selected were all from the same cohort. In their first year they all
presented similar academic and behavior issues. Academically, their end of year scores did not
deviate more than .2 points ensuring all students had similar starting points. Many of the
students behavior documents were comprised of similar concerns, falling in the same category
in the schools files and all requiring Behavior Intervention Plans, that were unsuccessful. They
were considered on the highest level, level 5 at this campus, and were being documented for
alternative school. Because of the broadness of the term parental involvement, for research and
validity purposes, it was narrowed down to in class active participation. Each parent committed
to two days a week for two hours. They cannot operate outside of these parameters on campus
during class.
Procedure and Data Analysis Plan
Six participants, male and female were selected ranging from ages seven to nine. All
students were a part of a cohort that traveled from first grade to second with the same teacher. All
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students were African American reflecting the demographic of the campus. All students were
from a low socio-economic status, as that too was simply the demographic of this campus.
Formal consent was gained as a precautionary step, but not necessary as parents were engaged in
the research as well. All records were accessed because I was the previous teacher and had them
in my possession. Before the research began all parents were informally interviewed. During this
interview parents were questioned of their availability, opinion and thoughts on parental
involvement. Once sharing, they were further questioned of their opinion regarding their childs
success in school. Several shared their discontent with their performance. Upon the closing of
this interaction, the research was explained to each parent. Also discussed was their role in the
research and the commitment required. This solicited other conversations. Each parent was told
the exact time commitment and upon agreeing, moved forward.
Prior to beginning the research, data was collected for each student and put into separate
folders. In each folder, were students discipline and academic records divided by nine weeks. In
a follow up meeting with each parent the data was discussed as well as measuring the results
against the initial goals. Parents were expected to be involved in the classroom for four hours a
week over a nine-week span. During this time, parents were engaged in hands-on activities and
learning with their child, but not limited to. Parents were expected to actively engage in the
instruction, assist students as questions arose, read to students, assist with homework, math,
handwriting etc. Once the research was complete at the end of the nine weeks, all data comprised
during the research was gathered and added to each students personal folder. The anecdotal
notes regarding students attitude towards school, motivation, interest and work was added to
their folder. The students discipline and academic records were included in the folder, from the
nine weeks the research was conducted, and compared to the data from the previous nine weeks.
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The analysis was qualitative in nature. I took the averages of the students math and reading
scores from before the research was conducted. These numbers were used as the pre data for
this research. The behavior infractions were gathered using data prior to the research as well. The
post data comes from the information that was gathered during the research. This data was
analyzed in several different ways. A t test was conducted to get the mean and standard deviation
of each set of data. The t test also provided the P value, indicating if the standard deviation was
significant enough to be considered rather than have happened by chance. The interviews were
scripted and were kept in a folder with the remainder of the research information. Once the
research was completed, the students behavior and academic records were placed in their
permanent file on the campus. All anecdotal notes and other research materials were kept in the
folder with the interview transcripts and locked in my personal storage at home.
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Chapter 4
Results
The data collected compared students data from a nine-week cycle during the prior year
to a nine weeks cycle in the current year, see table 1 (in Appendix). Math and Reading scores
were monitored and are labeled as such in Table 1. The students behavioral progress also
compared during the same nine-week cycles. The hours of in-class parental involvement in table
1 (in Appendix) was gathered during the same time frame. Table 2 shows the mean of that
particular area. It also shows the standard deviation ( = [ (x-mean)2 / N ] between the scores
for the corresponding area. Table 2 also shows the P value of the data comparing the data
collected from the pre nine weeks and the nine weeks during the time the data was collected. The
analysis showed that in math, behavioral infractions and hours of in class parental involvement
the difference proved to be significant.
Math
The math scores represent the average for the nine weeks as documented in the online
system. Math scores were collected using the students previous data as well as their scores
during the time the research was being conducted. The mean of students math scores increased
overall. Individually, all six of the participants averages increased.
Reading
The reading scores represent the average for that nine weeks as documented in the online
system. The results for reading were significantly different than those in math. The participants
scores varied, some of their scores went up and some went down. The same students that showed
improvement in math also showed a decrease in reading. The results were varied. The mean of
the reading scores prior to the research was 75.60 . After the research was conducted, the mean
25
of the students reading score was 75.80.The pP value was proven to not be significant in this
case, proven that the variance could be by chance and not be leading to any amount of parental
involvement, the increase or decrease in scores.
Behavior
The data gathered regarding students behavior was based off of the behavior infractions
that have been taken place on campus. This has been documented by discipline referrals. Five of
the six students all had at least one behavior referral. All of the participants behavior referrals
decreased leading to a P value that is significant. Parental involvement has an impact on
students behavioral success. The students with the largest amount of parental involvement had
the largest decrease in behavior infractions.
Hours of Parental
The level of parental involvement was the most dramatic when comparing the current
hours invested compared to the previous nine weeks. Prior to this research parents were not
involved in any type of parental involvement that was physically visible. During this research the
intention was for all parents to be involved in at least four hours per week of in-class and hands
on parental involvement; however, this was not the case for all parents. As seen in Table 1, the
hours of in-class parental involvement varied.
Notes
One of the most interesting points of this research has been the difference in the mindset
and correspondence between the parents and the school. During this research I wrote overall
comments that summarized the impact this research has had on the parents. These comments and
summarized statements are taken from parents and other teachers on this campus. Student 1s
parents have averaged three calls per week. Student 1 completed homework everyday beginning
26
the second week the research began. The phone calls are not always academic based, but the
constant communication has increased. Through the interview I found that the parents initial
concern was their childs interest and motivation in school. She feared that if the student did not
enjoy school they would not feel compelled to complete it without their push, which was a desire
of hers. Upon the initial interview the parent agreed to commit to in class parental involvement.
Student 2s parents average two calls per week. During the interview this parent was the most
receptive to participate in this research. She raised concerns of the education her child was
receiving while at Woodson. Prior to this research, my communication with this parent was
limited, but still casual when we came in contact with one another. Prior to the research this
student was a behavior concern and has been for their duration at Woodson. The behavior
infractions were from physical altercations with other students. Since the research was conducted
the student continued to engage in mindless arguments with students; however, they seem less
interested in being physical. The P.E coach has commented on the dramatic difference of
attitude seen from Student 3. The attitude difference is marked by a decrease in talking back and
defiance. The student takes less time to reset and as a result is able to return to class. Although
there are improvements, Student 3 continues to have defiance issues in the cafeteria during
lunchtime; these issues existed before. In the cafeteria the student is often caught throwing food,
walking around aimlessly and shrugging shoulders as a response to a consequence or authority.
During the interview, this parent commented that her main goal was to decrease the number of
out of school suspensions that the student received. This student has severe behavior issues that
range from defying authority, physical altercations, verbally aggression and leaving campus
without permission. They had been retained and kicked out of their previous school for such
behavior. They were initially in a different class, but was switched in an attempt to balance
27
personalities amongst the students. Although there were still a few behavior infractions that
occurred through the duration of the research, there was a huge decrease. The parent was also
more understanding of the classroom as a sacred place that cannot be interrupted by behavior
infractions that would have a student be written up. The parents of student 4 have taken it upon
themselves to speak with administration about Special Education services. Administration has
pushed to partner with this parent regarding the issue and press for an expedited process to
ensure the students receives the proper services. The parent has become more demanding and
forth coming about what is needed. They are more visible in the front office. This parent was
more present prior to the beginning of the research. They would not stop in class to participate,
but they were very responsive. They would bring in snacks, sign paperwork in a timely fashion,
respond to my notes etc. This student has a record of low-academic performance, so the parent
participated in the study so that she could find out ways to assist the student while at home.
There was not a dramatic difference in her academic scores, but the services her parent is
advocating for will allow the students to soar academically and receive interventions that the
student needs to be successful academically. Student 5s parent is not as verbal. She instead does
random visits to check on the student. This is a new behavior that did not exist before. She does
not communicate the random visits prior, but does come in and sit in class for about 20 minutes.
This student showed an increase in their academics in both reading and math. They also showed
a decrease in behavior infractions. When asked, what do you want to get out of this research,
the parent mentioned overall success for their students academics. This student demonstrated
one behavior infraction that came from a physical altercation with a student from a different
class. This is unlikely behavior for this student as this is the first time its been experienced in an
academic environment. Student 6s parent is less visible than many of the other parents. This
28
parent is in school as well as working and would prefer to support from home rather than in
class, as it is not feasible for her to do so. She constantly requests more math homework for the
student to complete. This student is struggling to turn in homework consistently, but when this
occurs the parent writes a note ensuring all of the old work will be complete by the next day. We
often communicate via notes due to phone issues and the varying family members that drop off
and pick up this student. There was not a dramatic difference in the number of behavior
infractions for this student. Their math scores increased, but their reading scores decreased. In
the initial interview the parent agreed to the hours set forth, but as time went on she
communicated her inability to do such. This type of involvement was not feasible for their
situation.
29
Chapter 5
Discussion
The data collected while spending time in the classroom with these six participants, the
conversations with staff at Woodson and the ongoing communication with parents proves that the
hypothesis was partially supported. Parental involvement does have an impact on student
achievement, but in different aspects that depend upon the child and their personal experience.
Research has exposed the varying factors that affect parental involvement and its inability to
truly be measured accurately. In low-income communities there are situations and issues that
affect this community that more affluent communities do not encounter. Because of these
situations, the ability to measure parental involvement generally even for six participants is
difficult. I expected to see growth is all areas after conducting this research however that was not
true. Parental Involvement not only increases students academic achievement, but it is also a
strong indicator of student success, even after student academic abilities and family socioeconomic status, SES, are taken into account (Lopez, 2001). 100% of participants grades
increased in at least one subject over the course of the research; however, only 50% of them grew
in both subjects reading and math. There was no correlation between the amount of hours of inclass parental involvement and the increase in grades allowing one to believe that the increase
could have been by chance. Unlike Gerardo Lopez, family socioeconomic status should be taken
into account when considering the mixed statistics presented by the research. If the research had
been conducted longer and the type of parental involvement could have varied for each
participant based off of their particular family need, the results would have been different. While
only 50% of the participants grew in both subjects, 100% of students showed an increase in math
scores. The difference proved to be significant proving that because of the increase in parental
30
impact all of these participants saw some type of increase in academics. Broadening the
conceptualization of parent involvement to include parental activities in school, home, and
community contexts allows for increased opportunities for parents to support their childrens
academic success in a variety of roles. This literature has demonstrated that various aspects of
home-based involvement in particular (e.g., parental expectations and aspirations for their
children, parentchild communication, and encouragement for learning in mathematics) are
associated with increased mathematics achievement in elementary school children (Vukovic,
2013). The reason for the increase in math scores are linked to the involvement that has began to
take place at home as a results of the in-class parental involvement. Parents feel more
comfortable teaching math, as it does not change; however, parents do not necessarily know how
to teach their child how to comprehend a story. Because math doesnt change, it is easier for
parents to practice and reinforce those skills at home leading to the increase in math scores.
The data varied in the academic context however, there was very clear decrease in the
behavior infractions that occurred during the duration of the research. Underlying mechanisms of
the relations between parent academic involvement and achievement include increasing social
control. Through parent academic involvement, parents establish relationships with teachers,
school administrators, and other parents, and learn important information about school policies
and behavioral expectations. These may increase parents' ability to shape their adolescents'
school behavior. Using a social control paradigm, it was found that parent academic involvement
reduces problem behaviors because, as parents come to know one another and agree on goals,
these relationships serve as an extra source of social constraint to stem potential nonnormative
behavior. Similarly, increasing communication between home and school reduced disruptive
behaviors and increased on-task behavior and improved school behavior by increasing the clarity
31
of rules and reinforcement of appropriate school behavior at home Parent academic involvement
reduced problem behaviors at school and, in turn, improved school performance (Hill, 2009).
100% of students showed a decrease in behavior infractions because of an increase in parental
involvement.
The impact of parental involvement cannot completely be crunched into numbers; there
are notable differences that were experienced as a result of increased parental involvement in the
classroom. Throughout the research there was an increase in verbal and written communication
especially from the parents that were unable to come in as frequently as agreed on. Many
students began to bring their homework in more frequently and parents began to take
accountability for the work that was done not on their part. One parent in particular began to
advocate for her child and the services that were needed to ensure her success. Because of her in
class involvement she was able to see the deficiencies that existed and compared her daughters
academic abilities to those of the other students. While this cannot be measured quantitatively,
these are marked as academic gains because of the impact it is going to have over the child in the
future. Because of this research, parents are beginning to understand the influence they have over
the success of their child while in school. The participants chosen were those that were at risk
behaviorally or academically. While all students did not grow in the same way, they did all grow
in their individual right. The data proved that parental involvement has positive impacts on both
parents and students and because of parental involvement parents and students are likely to be
successful.
32
Strengths and Limitations

This was a thoroughly conducted research. Because I previously had the same group of
students I had access to their records making it easier to conduct the research. This allowed for
the initial data collected to be seamless. Because I knew their personalities I was also able to pick
the best students for the research. The participants selected were willing and showed a positive
attitude about having their parents in class. Another strength of the research was the relationships
that were built with the parents, administration and myself. Through the research the parents
were more comfortable contacting me regarding academic and other school related issues. They
felt comfortable addressing administration if there was an issue that I could not assist with. The
teachers as well as administration grew to know their names and their children individually. They
worked to build relationships with these students because of the amount of involvement and
effort that was being put forth by their parent. The relationships built were a strong point for the
research.
While there were many strengths, there were also a few limitations throughout the
research. One limitation of the study that affected the internal validity was the inability of the
participants to evaluate the research before it was published. Also affecting the internal validity
was failure to use different media to facilitate cross-validation. In order to protect the process of
this research those two factors could have been addressed. There were also limitations affecting
the external validity of the research. The biggest limitation is this area was the inability to
conduct observations and other conversations in a variety of fully described settings and with
multiple trained observers. The above factors caused the research to lack validity in some
aspects.
33
Recommendations and Action Planning

Single parents, especially those who were poor, worked significantly more hours each
week than their counterparts in two-biological parent families (Jeynes, 2005). Because of this,
parents, especially parents from low-income communities, are unable to be physically at schools
to support their child. Many in class functions are held during the day or immediately after
school while parents are still working and because of this there appears to be a lack of parental
involvement. Through this research I have found that parental involvement in impact and has an
impact on the students success. In order to accommodate students so that they are set up for
success regardless of the uncontrollable factors in their lives, schools can implement a few things
to promote and support parental involvement. Many of the issues with parental involvement are
related to time restraint concerns. Parents feel as though they simply do not have enough time to
be as present as they desire. In order to address those concerns to promote student success, I offer
a few suggestions. Schools can help parents support their childrens learning at home. In their
daily interactions with their children at home, parents can be powerful resources for promoting
their childrens academic success (Moles, 1999). Teachers can create mini lessons for parents to
replicate in the home, especially over lessons that are difficult and send them home with the
students. Teachers can also create questions that can be asked while reading. These questions will
be transferable and applied to any text so that it can be used constantly. Another suggestion to
promote parental involvement is to create an ongoing needs assessment helps schools respond
more effectively to parents needs and interests (Moles, 1999). By asking parents about their
needs and ideas for family involvement they are more likely and willing to engage in it. By
responding to their needs, the school is showing that they value the opinions of the students and
their parents. It shows they are committed to the success of the students by any means necessary.
34
It also opens the lines of communication to hear the issues that are affecting the parents ability
to be actively involved. By hearing their concerns the school can address them and seek ways to
solve the problems. This builds parents confidence in the school and their attitude towards their
childs education.
This research has helped me to realize the impact parental involvement in the educational
setting. Moving forward, I plan to make communication with parents a priority because of the
implications it has on a students education. As a teacher, I realize the importance of seeking out
the best form of involvement for each parent. Through this research, I have realized that it will
vary and the impact on the students education will vary as well. When parents seem
unresponsive, I will reach out to them to find out how I can be a resource to enhance their ability
to be involved in the students education. Parental Involvement in low income and urban
communities look different because of their inability to be physically present as much as they
desire, but knowing this moving forward I am going to seek ways to accommodate their
lifestyles.
From the gathered data while conducting the research, I have ideas of future research that
would further develop my findings. Moving forward, I would develop an individual involvement
plan for each of the participants that address the needs of that particular family. This plan would
involve an in-class aspect if best suited, daily behavior reports, mini lessons and/or mini anchor
charts explaining lessons and ways to assist at home. I would also extend the research so that the
impact can be monitored for an extended amount of time. Through this research, I will be able to
more accurately monitor the impact of parental involvement while customizing it for the needs of
each particular family.
35
References
Abdul-Adil, J. (2006). Inner-City African American Parental Involvement in Elementary

Schools: Getting Beyond Urban Legends of Apathy. School Psychology Quarterly, 21(1),
Retrieved from http://www.geocities.ws/parentsaspartners/family.pdf
Boynton, M. (2005). Educator's guide to preventing and solving discipline problems. Retrieved
fromhttp://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teac
her-Student_Relations.aspx
Dixon, C.S. (1994). An examination of income adequacy for single women two years after
divorce. Journal of Divorce and Remarriage, 22, 55-71.
Driessen, G. (2005). Parental involvement and educational achievement. British Educational
Research Journal, 31(4), 509-532. Retrieved from http://www.jstor.org/stable/30032581
Fan, X. (2001). Parental involvement and students' academic success: A growth modeling
analysis. The Journal of Experimental Education, 70 (1), 27-61. Retrieved from
http://www.jstor.org/stable/20152664
Gonzalez, A. (2002). Parental involvement: Its contribution to high school students' motivation.
The Clearing House, 75(3), 132-134. Retrieved from
Hill,N.(2009,October21).ParentAcademicInvolvementasRelatedtoSchoolBehavior,
Achievement,andAspirations:DemographicVariationsAcrossAdolescence.Retrieved
November20,2014,fromhttp://www.ncbi.nlm.nih.gov/pmc/articles/PMC2765127/
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Horsford, S. D. (2012). Parent and family engagement: The missing piece in urban education
reform. Education Series 2, Retrieved from
http://www.unlv.edu/sites/default/files/24/Brief-Parent-Engagement-August2012.pdf
Jeynes, W. (2005). The effects of parental involvement on the academic achievement of african
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without custody and mothers without custody. Journal of Divorce and Remarriage, 26,
87-103.
Lopez, G. (2001). Redefining parental involvement: Lessons from high performing migrant
impacted schools. American Educational Research Journal, 38(2), 253-288. Retrieved
from http://www.jstor.org/stable/3202459
Love, A. (2005). Teacher beliefs and student achievement in urban schools serving African
americans. The Journal of Educational Research, 99(2), 87-98. Retrieved from
Moles,O.(1999,September1).Overcomingbarrierstofamilyinvolvementinlowincomearea
schools.RetrievedNovember23,2014,from
http://www.ernape.net/articles/1999/moles99.pdf
O'Bryan, S. (2006). Bringing parents back in: African American parental involvement ,
extracurricular participation, and educational policy. The Journal of Negro Education,
75(3), 401-414. Retrieved from http://www.jstor.org/stable/40026811
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Okpala , C. (2001). Parental involvement, instructional expenditures, family socioeconomic

attributes, and student achievement. The Journal of Education Research, 95(2), 112-113.
Retrieved from http://www.jstor.org/stable/27542366
Pierson, R. (2013). [Weblog message]. Retrieved from http://www.pbs.org/wnet/ted-talkseducation/speaker/rita-pierson/
Smith, J. (2002). Parental involvement in education among low-income families: A case study.
The School Community Journal, 16(1), 53. Retrieved from
http://files.eric.ed.gov/fulltext/EJ794804.pdf
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gy_for_minimizing.pdf
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38
Appendices
Table 1: Pre and Post data reflecting impact of in class parental involvement
Table 2: Pre data and data obtained during research, mean, standard deviation and P value
Figure 1:Math,Readingandbehaviorinfractions1,beforeand2,duringandhoursofparental
involvement1,beforeand2,during.
Figure2:Mathpreandduringacademicscores
Figure3:Readingpreandduringacademicscores
39
Table 1
Pre and Post data reflecting impact of in class parental involvement
Pre
During
Participants
Math
Reading
Behavior
Hrs. of in
class
involvement
Math
1
2
3
4
5
6
79
88
71
61
75
80
86
81
68
56
79
83
5
6
12
0
1
3
0
0
0
0
0
0
81
89
75
63
76
89
Reading
Behavior
84
84
70
60
81
80
Table 2
Pre data and data obtained during research, mean, standard deviation and P value
Pre
During
Subject
Mean
SD
Mean
SD
Math
75.67
9.16
76.80
9.50
Reading
75.60
11.36
75.80
10.55
Behavior
4.5
4.32
1.20
2.17
Parental
0
0
8.45
3.83
Involvement
P Value
.02
.15
.05
.002
1
0
5
0
0
2
Hrs. of in
class
involvement
13.25
10
10.5
8
7
2
40
100
90
Math 1
80
Math2
Average
70
Reading1
60
Reading2
50
40
Behavior 1
30
Behavior 2
20
Involvement 1
10
Involvement 2
0
1
Figure1.Math,Readingandbehaviorinfractions1,beforeand2,duringandhoursofparental
involvement1,beforeand2,during.
Participants
5
4
Pre
During
2
1
0
20
40
60
Figure 2: Math pre and during academic scores
80
100
41
Participants
6
5
4
Pre
During
2
1
0
20
40
60
Figure 3: Reading pre and during academic scores
80
100

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Running Head: PARENTAL INVOLVEMENT

The Effect of Parental Involvement in Low-Income Schools

Research Professor Dr. Alice Ledford

The Importance of Parental Involvement

Parental Involvement and its Minimal Impact

Strengths and Limitations

Recommendations and Action Planning

Abdul-Adil, J. (2006). Inner-City African American Parental Involvement in Elementary

Okpala , C. (2001). Parental involvement, instructional expenditures, family socioeconomic

Figure 2: Math pre and during academic scores

Figure 3: Reading pre and during academic scores

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