School and parent interaction by household language and poverty status: 2002-03

Hampden-Thompson, Gillian; Enyeart, Christine; Diehl, Juliet; Scotchmer, Marion

Abstract

Language minority parents may face a number of challenges when trying to communicate or become involved with their child?s school. This Issue Brief describes school-to-home communication practices and opportunities for parent involvement at school as reported by parents of U.S. school-age students from primarily English- and primarily Spanish-speaking households during the 2002?03 school year. Data are drawn from the Parent and Family Involvement in Education Survey of the 2003 National Household Education Surveys Program (NHES), which included English and Spanish language surveys of parents? perceptions of school communication practices and opportunities for parent involvement. Among the findings: A greater percentage of students in English-speaking households than in Spanish-speaking households had parents who reported receiving personal notes or e-mails about the student; receiving newsletters, memos, or notices addressed to all parents; opportunities to attend general meetings; opportunities to attend school events; and chances to volunteer. Differences were still apparent after taking poverty status into account.

Citation

Hampden-Thompson, G., Enyeart, C., Diehl, J., & Scotchmer, M. (2006). School and parent interaction by household language and poverty status: 2002-03. US Department of Education

• Report Type: Technical Report
• Publication Date: 2006
• Deposit Date: Nov 3, 2023
• Public URL: https://durham-repository.worktribe.com/output/1728242
• Publisher URL: http://sro.sussex.ac.uk/id/eprint/51452/