High schools improving instruction and teacher collaboration also showed the largest improvements in parent communication¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 1998 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Schools with significant increases in focus on student learning also showed significant increases in teacher-parent communication, while schools with little instructional improvement saw communication decline. → Roderick 1998 q3 i? Schools where teachers reported more collaboration to improve instruction also improved parent communication and support. → Roderick 1998 (2)

Evidence¶

Roderick 1998¶

Roderick, M., Stone, S., with Arney, M., Chiong, J., DaCosta, K., & Waxman, E. (1998). Changing Standards, Changing Relationships: Building Family-School Relationships to Promote Achievement in High Schools. Consortium on Chicago School Research. https://ccsr.uchicago.edu/publications/changing-standards-changing-relationships-building-family-school-relationships-promote

q3 · i? · associational · r2

Analysis of 39 high schools surveyed in 1994 and 1997 (Figure 11). In the 15 schools with significant increases in focus on student learning, average teacher reports of communication with parents about academic work and the school's mission also increased significantly (.6); in the 10 schools with no-to-little improvement, mean communication declined.

"Between 1994 and 1997, 15 CPS high schools showed significant increases in the degree to which teachers reported that the instructional environment was focused more on student learning, such as setting high academic standards and providing the support for students to meet those standards"

Roderick 1998 (2)¶

Roderick, M., Stone, S., with Arney, M., Chiong, J., DaCosta, K., & Waxman, E. (1998). Changing Standards, Changing Relationships: Building Family-School Relationships to Promote Achievement in High Schools. Consortium on Chicago School Research. https://ccsr.uchicago.edu/publications/changing-standards-changing-relationships-building-family-school-relationships-promote

q3 · i? · associational · r2

Same longitudinal analysis (Figures 12 and 13). Schools where teachers reported increased collegiality (16 schools) and innovation also showed improvements in parent communication, supporting a dual focus on instructional core and relational capacity.

"Those schools where teachers report that they are working to-gether more, such as becoming more collegial (16 schools), and those schools that experiment more with innovative"

Discussion¶

Related Claims¶

• Chicago high school teachers reported better communication and more positive relationships with parents in 1997 than in 1994 — related
• Schools enlisted all staff, including non-instructional staff, as communication resources, opening additional school-family channels — related
• Program content focused on instruction, collegial organizations, and data use is associated with positive school outcomes — related
• Teachers' effectiveness increases at a greater rate in supportive, collegial working environments and when they accumulate experience in the same grade level, subject, or district
• Chicago school organizational supports (leadership, professional capacity, parent involvement) improved across eras, but instructional quality did not, and student-reported teacher support declined after 2005 — related