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Abstract:
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Many studies have determined that parental involvement is a key element that improves a child’s social capital and academic achievement. Therefore, this study examined parents’ perceptions of involvement and ways to improve involvement at two Southeast Washington, DC elementary schools. Phone interviews served as the primary methods for obtaining results. Participants noted their current level of involvement at the respective schools, the types of activities parents are involved in at the schools, and the ways the schools can improve or increase parental involvement. Results suggest that few parents are involved in organized school activities, but feel they still have “some” level of involvement in the schools. Disjointed parent-teacher communication was a dominant theme in the research. Several recommendations for improving involvement came forth including: school newsletters, more notification on meetings, and more appropriate scheduling of meetings. |