A New Localism Effect? How Policy Contexts and Charter Mission Shape Parent Involvement Strategies

• In Event: Roundtable Session 100
  In Roundtable Session: Unpacking the Social Context of School Choice for Parents: Preferences, Information, and Participation

Abstract

Purpose and Perspectives
Among the claims associated with the organizational qualities and conditions of charter schools are increased levels of parent involvement (Hill, Pierce & Guthrie, 1997). These claims are often linked to the structures and choice mechanisms that supporters claim differentiate charter schools from traditional public schools -- autonomy, innovation, and accountability (Finn, et al 2000). Studies that explore the determinants of parent involvement in charter schools also suggest that parent characteristics and school-level efforts to promote parent engagement merge to produce patterns of involvement unique to charter schools (Bifulco & Ladd, 2005; Zimmer et al 2002).

Our interest rests with the policy context of parent involvement in charter schools. Recent studies (Cohen-Vogel & Rutledge, 2010; Henig, 2010) suggest that federal- and state-level demands for accountability have led to a “new localism” that triggers decidedly local (Crowson & Goldring, 2010) school-level responses, including new parent partnerships. Additionally, researchers have examined the role of charter school founders in developing differentiated marketing strategies that target parents (Henig et al, 2005), though key questions remain how different founder types (mission v. market oriented) and sub-types (e.g., educator, business group, social service organization, CMO) lead to differentiated parent involvement strategies and partnerships – a key element in an accountability-driven policy context.

How do policy contexts and external pressures (e.g., state assessments, choice options, charter authorizers) shape parent-school involvement strategies? What internal factors (e.g., founders’ mission; parent demographics, size/location; teacher autonomy) influence parent involvement policies? In sum, what types of parent involvement (see Epstein, 1998) do charter schools promote, and why?

Data and Methods
This paper uses a qualitative, multi-case study approach to explore how policy contexts and school affiliation/mission shape parent involvement strategies in charter schools in Indianapolis, IN. The case studies involve four charter schools that vary in terms of size, grade levels, curricular emphasis, student achievement, and founder type/ institutional affiliation. The schools selected are representative of the array of charter school options in Indianapolis and across the nation. The case studies utilize field observations, document analyses, and semi-structured interviews with principals and instructional leaders (3-4), teachers (15-20), and professional staff (3-5) at each school, for a total of 92 interviews. Interviews were conducted in spring, 2009, and were audio-taped and transcribed verbatim. Transcripts and documents were coded and summarized according to general descriptive categories using the constant comparative method (LeCompte & Preissle, 1993; Miles & Huberman, 1994; Yin, 1989).

Findings
The analyses suggest that founder sub-type and charter affiliation influence the priorities and parent involvement strategies enacted by charter schools. Additionally, state and NCLB emphasis on student achievement outcomes pressure charter schools to develop a “co-production model of parent involvement (Smrekar & Cohen-Vogel, 2009). The data indicate that founder-leaders and teachers co-construct a common agenda designed to involve parents in home and school-based activities.

Contribution
This paper contributes to the school choice research literature by detailing how policy contexts and institutional affiliation shape charter school structures and strategies. The policy and practical implications are outlined for scholars and school leaders.

Author

• Claire E. Smrekar, Vanderbilt University