A National Picture of Parent Involvement in the Education of Secondary School English Learners With Disabilities

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Abstract

We examined parent involvement in the education of English learners with disabilities (ELSWD) in secondary school, based on secondary analysis of the National Longitudinal Transition Study 2012. Involvement of parents of ELSWD differed significantly from that of other parents, including being less likely to report several types of involvement, such as attending school events and IEP meetings. They also tend to hold lower educational attainment expectations for their children. In other ways, their involvement was consistent with parents of non-EL students with disabilities, being more likely to have attended parent-teacher conferences and to have provided frequent homework help, than parents of students in the general population. Multivariate analyses exploring the factors related to involvement will be completed before presentation.

Authors

• Lynn A. Newman, SRI International

• Audrey A. Trainor, New York University

• Elisa B. Garcia, SRI International

• Rachel Traxler