The purpose of this mixed methods study was to examine home-school partnerships practices between the high school community and English Language Learner (ELL) parents. More specifically, this study examined the experiences and benefits, if any, of ELL parents who participated in 1 or more of the following four ELL parent engagement practices implemented at 1 high school in Southern California during the 2009-2012 school years: 1. ELAC Parent education meetings; 2. ELL Parent Handbook; 3. ELL Parent Orientation Day; 4. ELL Guidance Counselor.
The convergent parallel mixed methods design allowed for qualitative data of parent interviews and quantitative data of student performance scores to be used in parallel, analyzed separately, and then summarized separately, looking for contradictions or relationships between the 2 data sets. A total of 7 parents participated in the interview process. The parent interview responses were coded to highlight key words and statements, forming them into emerging themes in regard to the 4 implemented parent engagement practices. The quantitative data of student performance scores on the California English Language Development Test (CELDT), Math California Standards Test (CST), and English language arts CST were compared among the students whose parents participated in 1 or more of the engagement practices to the total population of identified ELL students at this one school site during the 2009-2012 school years. The quantitative data also compared ELL student performance scores from the year prior to the implementation of the parent engagement practices.
The findings of this study support the following conclusions. Existing ELL parent engagement practices are viewed by ELL parents as valuable; however, new means need to be explored to benefit a larger number of parents. ELL parents benefit from and place higher value on practices that provide opportunities for 2-way communication. ELL parents value sharing their personal experiences with other ELL parents in support of student learning. Specifically designed ELL parent engagement practices prompted parents to communicate with their children. Lastly, parent participation in 1 or more of the 4 implemented practices may have contributed to greater student success.
|Commitee:||Barner, Robert, Garcia-Ramos, Reyna|
|School Location:||United States -- California|
|Source:||DAI-A 76/07(E), Dissertation Abstracts International|
|Subjects:||Linguistics, Secondary education, Individual & family studies|
|Keywords:||English language development parent involvement, High school parent involvement, Parent involvement|
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