Two Dimensions of Parent Participation in an Inner School District

Abstract

An exploratory study finds that parents who meet frequently with teachers about their child’s school are not also likely to report they attend evening school or parenting programs. The research is based upon a take-home survey administered to parents of elementary school children in an inner-city type school district that is close to a major metropolitan area but separated from it by a major river. Parents in the district have, in the aggregate, fewer years of education, and less income than those in the surrounding county, yet typically report frequent contacts with school personnel. The author concludes that these parents distinguish between meeting with school personnel for the welfare of their children and all other programs that do not have this pragmatic utility.

Keywords

parent participation

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