Parental Involvement

1. Stephanie Kibler
Ashford University
EDU 695
Dr. O’Day

3. The purpose of this study is to
examine parental involvement in
an alternative school setting. This
research will provide greater
insight for all stakeholders on the
issue of parental involvement in
nontraditional academic settings.

4. Parental involvement in the academic activities of
students in American school settings has long been a focus
of concern. According to Robbins and Searby (2013)
research clearly outlines the connection between parental
involvement and student achievement. However,
conflicting research cited by Kramer (2012) indicates that
research has delivered inconsistent findings. This research
focuses mainly on students in general education settings
in mainstreamed educational facilities. However, more
and more students are served in alternative educational
settings. These settings range from facilities for students
with disabilities to students who have been expelled from
their school setting due to chronic misbehavior or criminal
activity.

5.  Question 1: What factors cause parents to
make connections with their child’s
school?
 Question 2: How does the parental
involvement of students in general
education settings differ from the
parental involvement of students in
alternative academic settings?
 Question 3: How can teacher's influence
parental involvement?

6.  Parent Pre-survey
 Teacher Questionnaire
 Parent Post-survey
 Student Interviews
 Student Grades
 Communication Logs
 Parent-teacher-school email communication
 Teacher Observation
 Survey Data

7.  Students have a more positive outlook towards
school.
 Academic outcomes for students increase.
 Parents and schools form positive alliances.
 Teachers feel like they are more effective
teachers.
 The school has an increased ability to
understand family dynamics and culture.
 School climate and overall morale is improved.

8. This study looks at the demographics at an alternative setting
for students with emotional and behavioral disorders. My
alternative setting a part of the Georgia Network for
Educational and Therapeutic Supports. The mission of this
network is to provide comprehensive, community-based
services to students with severe emotional and behavioral
disorders and students with autism. The state of Georgia has
twenty-four centers and has the distinction of being a model
program. The current enrollment is 189 students at the main
site with approximately ten students at their satellite classroom,
located in a local high school. Each of the 20 classrooms at the
main site has a two person team, consisting of the lead teacher
and the support teacher (paraprofessional). The school has a
four person administrative team, consisting of the
principal/director and three program managers/assistant
principals.

9.  Brown, L. H., & Beckett, K. S. (2007). Parent involvement in an
alternative school for students at risk of educational
failure. Education And Urban Society, 39(4), 498-523.
 Hornby, G., & Lafaele, R. (2011). Barriers to parental
involvement in education: An explanatory model. Educational
Review, 63(1), 37-52.
 LaRocque, M., Kleiman, I., & Darling, S. (2011) Parental
involvement: The missing link in school achievement,
Preventing School Failure: Alternative Education for Children and
Youth, 55(3), 115-122, DOI: 10.1080/10459880903472876
 Wiley, A., Brigham, F., Kauffman, J., & Bogan, J. (2013).
Disproportionate poverty, conservatism, and the
disproportionate identification of minority students with
emotional and behavioral disorders. Education & Treatment Of
Children (West Virginia University Press), 36(4), 29-50.
 http://www.parentinginformer.com/parental-involvement-
in-education.html