Parents want more academic interaction with high schools, but schools focus communication on rules and problems¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r1–r2 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2003: baselines and conditions change

Subclaims¶

q2 i? Over three-quarters of interviewed parents felt they got enough information on rules and regulations, but far fewer got enough information on day-to-day academics or help. → Roderick 1998 q2 i? More than 85 percent of parents were very interested in programs where teachers tell parents what students need to do well. → 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

q2 · i? · qualitative · r1

1996 parent interviews in three Chicago high schools (n=73). While 77% felt informed about rules, only 38% got enough information about what their child was doing in class, 36% about when the child did well, and 40% about finding a tutor (Figure 5).

"Over three-quarters of the parents we interviewed felt that they got enough in-formation on rules and regulations"

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

q2 · i? · qualitative · r2

Same parent interviews (Figure 6). Parents expressed strongest interest in programs building their skills to support academic work and in college preparation; over 95% of African-American and over 75% of Hispanic parents wanted college-preparation programs.

"More than 85 per-cent of the parents we interviewed said that they were very interested in programs in which teachers let parents know what students need to do well. Nearly three-quarters also expressed interest in finding out how to do more to help with their child’s work in school"

Discussion¶

Related Claims¶

• Hispanic parents feel least able to support their children's high school work and report the least school support — related
• Ninth-grade teachers report less communication with and academic support for parents than eighth-grade teachers — related
• Parental focus on compliance harms homework learning, while supporting effort and process helps — related
• While most parents agree they can influence school decisions, fewer than one-fifth report their school offers opportunities to provide input on classroom or schoolwide decisions — related
• Only about half of parents and teachers report schools communicate whether students are meeting grade-level academic expectations, and parents without this information nearly all want it — related
• Youth advisors report students are inadequately involved in school decision-making and want more transparent communication — related