The impact of a Parental Involvement Program on the academic achievement of Hispanic bilingual elementary students in an Urban School District /
On July 1995, the School District where the study took place received a grant from the U.S. Department of Education. It was a comprehensive Bilingual Education grant that was funded for five years. The grant was implemented to serve the academic needs of second language learners, their parents, an...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2002.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=765051351&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | On July 1995, the School District where the study took place received a grant from the U.S. Department of Education. It was a comprehensive Bilingual Education grant that was funded for five years. The grant was implemented to serve the academic needs of second language learners, their parents, and teachers. It was a proposal submitted by the school district in collaboration with two Texas universities. The grant was funded through the Office of Bilingual Education and Language Minority Affairs, USDOE. The researcher focused on the parenting component of the grant and the impact on Hispanic students' academic achievement. The study included parents from three schools that had collaborated with two universities to promote parental involvement. From these three schools, six parents were selected for an in-depth study of how well the parenting program met their needs, as well as the academic needs of their children. In selecting the parents, priority was given to parents who had been participants in the parenting program the greatest length of time. In-depth interviews were conducted with each of the six parents, and school records were examined to interpret and enrich the information given by parents. Analysis of the collected data followed the procedures described by Strauss and Corbin (1998). Seven major conceptual categories emerged, including empowerment, family/culture, importance of education, academic achievement, parenting, role models, and job advancement. The findings derived from this analysis showed that the parenting program made a positive impact on the academic achievement of the students as evidenced both by the testimony of parents and the school records. However, the central finding of the study was that the key to promoting school achievement of Hispanic children is the empowerment of their parents. Most Hispanic parents want to help their children and to communicate with teachers and administrators. But they need added skills to do this. Offering parenting programs that include ESL, computer technology, and parenting strategies promotes those skills. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | x, 100 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 86-91). |