Effects of Parental Involvement on Adequate Yearly Progress in Urban, Suburban, and Rural Schools

• In Event: Parents and Communities

Abstract

Using national data from 2007-08 School and Staffing Survey, we compared the effects of parental involvement on meeting Adequate Yearly Progress (AYP) in urban, suburban, and rural schools. Parent-initiated parental involvement demonstrated significantly positive effects on making AYP across urban, suburban, and rural schools whereas school-initiated parental involvement demonstrated significantly negative effects on the outcome across urban and suburban schools. Frequency of updates of school website was significantly positive for making AYP, but for urban schools only. We also tested school support for involvement of parents with limited English proficiency (LEP). Provision of translated materials to parents with LEP was significantly positive only on making AYP only for urban schools whereas provision of translators to parents with LEP demonstrated no effects.

Authors

• Jianping Shen, Western Michigan University

• Xin Ma, University of Kentucky

• Huilan Y. Krenn, W. K. Kellogg Foundation