The Effect of Parent/Guardian Involvement via Communication with School Faculty on the Academic Achievement of High School students in English 9 and 12

Abstract

The purpose of this causal comparative study was to identify a relationship between student achievement in 9th and 12th grade English classes and teachers’ communication with parents/guardians at an urban high school in Southern Baltimore County. The study also examined teacher and student perceptions of parent involvement and increased motivation for academic achievement. This was determined by comparing students’ first and third quarter grades with the amount of parent-teacher communication that occurred during each quarter. Surveys of the participating English students and the school’s teachers were conducted to determine perceptions of student achievement, parent/guardian and teacher communication, and strategies to increase involvement. The research found that parent-teacher communication had little to no effect on the students’ academic achievement. The surveys indicated that while students felt pressure to achieve success academically in school, the perceived parental involvement in the educational process was notably low from students and teachers. It is concluded that more research must be conducted on parental involvement at the secondary level to encourage parental involvement and increase student motivation for academic success.