Rural SIG schools perceived transportation access and home-school distance as location-related barriers to parent involvement¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person · overdue for a recheck since 2019: baselines and conditions change

Subclaims¶

q2 i? Respondents from five schools perceived that a lack of access to transportation limited parent involvement, and respondents from three schools noted distance between schools and parents' homes as a contributing factor. → A Focused Look at Rural Schools Receiving School Improvement Grants 2014 q2 i? Four schools focused on hiring or expanding the role of parent liaisons to increase parent involvement. → A Focused Look at Rural Schools Receiving School Improvement Grants 2014 (2)

Evidence¶

A Focused Look at Rural Schools Receiving School Improvement Grants 2014¶

A Focused Look at Rural Schools Receiving School Improvement Grants. (2014). NCEE Evaluation Brief, NCEE 2014-4013. https://ies.ed.gov/ncee/pubs/20144013/

q2 · i? · qualitative · r?

Site visit respondents across the nine rural schools described multiple challenges to parent involvement; "lack of access to transportation (five schools)" and "distance between home and school (three schools)" were the location-related factors, alongside work schedules and perceived valuing of education.

"The most commonly-noted challenges, as perceived by site visit respondents, were parents' work schedules (seven schools), parents not valuing education (five schools), lack of access to transportation (five schools), parental beliefs that education is the school's responsibility (three schools), and distance between home and school (three schools)."

A Focused Look at Rural Schools Receiving School Improvement Grants 2014 (2)¶

A Focused Look at Rural Schools Receiving School Improvement Grants. (2014). NCEE Evaluation Brief, NCEE 2014-4013. https://ies.ed.gov/ncee/pubs/20144013/

q2 · i? · qualitative · r2

Site visit data on improvement actions: four of nine rural schools made parent involvement an improvement focus, using SIG funds to hire or expand parent liaison roles, among other actions such as family nights and translated communications.

"Respondents at these schools, which included three schools perceived by staff as having low parental involvement and the one school perceived as having high parental involvement, discussed their schools' goals for increasing parents' involvement and related actions, including hiring or expanding the role of a parent liaison using SIG funds."

Discussion¶

Related Claims¶

• Rural SIG schools reported additional challenges from remote locations and large catchment areas beyond those reported by nonrural SIG schools — a broader claim this one bears on
• Rural SIG schools were more likely than nonrural SIG schools to adopt the transformation model (95 versus 74 percent) — related
• Respondents in two of nine rural SIG schools saw transportation costs and catchment size as making it best to increase learning time within the existing schedule rather than extend the school day — related
• Administrators in eight of nine rural SIG schools reported rural-setting factors, chiefly long teacher commutes (six schools) or isolated communities (four), that hampered teacher recruitment or retention — related
• Small rural teaching staffs forced PLCs across grades and subjects, and teachers in four schools felt isolated from same-subject colleagues — related
• Rural school settings' distance from urban areas and long commutes can exacerbate the challenges struggling rural schools face — a broader claim this one bears on
• Parents' school choices were constrained by disability-linked safety fears and transportation barriers — related
• School location, distance from home, and transportation logistics constrained which high schools students considered and their ultimate choice — related
• Students without home broadband or who rely only on a cell phone show a digital skill gap of roughly three grade levels and are less likely to plan for college — related
• Rural TECTA participants faced distinct barriers including travel burden, limited stipends, inconvenient class timing, technology access, and unclear registration — related
• Teachers report logistical barriers — transportation, weekly supply shopping, limited computer access, and missing basic supplies — that complicate school participation for students in foster care — related
• Insufficient data systems, LCFF funding limits, transportation barriers, and child welfare capacity constraints impede coordinated support for students in foster care — related
• Commuting distance, school demographics, and academics play important roles in parents' school choices in Washington, DC — related