Evaluating High School Students

Collective research focusing on family-school partnerships provide an extensive examination of parent involvement. Smith et al., (2011) referred to parent involvement as school, family, and community partnerships for the purpose of shared expectations, responsibilities, interests, and correlating influences of family, school, and community. Epstein’s (2008) framework of parent involvement approached parent involvement typologies from an institutional perspective; the framework for this literature review was conducted with a parental perspective that may positively affect academic achievement among students in 6th – 12th grades attending high poverty, rural schools. An explanation of Epstein’s six categories of parent involvement follows:

More students will feel the effects of living in a single parent family from birth (Hughes & Kirby, 2000). Hughes and Kirby (2000) confirm that some of the problems that arise as a result of both situations include poorer test scores, pronounced aggression, depression, and low self-esteem. Furthermore, adolescents of divorced homes are more likely to use drugs, engage in sexual

Steinberg, Lamborn and Darling (1992) examined the impact of authoritative parenting on school achievement of an ethnically and socioeconomically heterogeneous sample of 6400 American 14-18 years old. To assess the relationship between parenting style and academic outcomes Standardized scales and other self- report instruments were used.

In recent decades the family institution has undergone a dramatic transformation focusing on increased divorce rates, cohabitation rates, and the number of children raised in step and single marital families (Amato, 2000; Bumpass & Lu, 2000; Graefe & Lichter, 1999). Due to the increase of divorce rates children move more frequently and deal with additional family transitions throughout their childhood (Brown, 2006). As these changes slowly increase, about 40% of kids who are born to wedded, two-biological- parent families have a higher chance of parental divorce prior to reaching adulthood(Amato,2000). In addition, these children will likely experience a multitude of family disruptions and transitions as parents decide to remarry and progress with new partners. The family atmospheres during these times are incredibly detrimental to the growth and development of these children (Sun& Li, 2009). Research studies show that parental divorce can compromise educational success for their children. Children in two-parent families have noticeably higher test scores than children who are in single parent families and also had lower chances of graduating from high school (Sun & Li, 2001). One of the rationalizations for the academic difficulty in divorced

I was minding my own business and doing my usual routine of playing chauffer to hubby and the Hodge 5. Normally when I am out and about, I find myself running late to pick up hubby from the subway station. Well, on this particular weeknight, I was ahead of schedule and was quite excited. I mean, my timing was great until I got behind an indecisive driver. You know the type that straddles two lanes. It appeared to me that he didn't know where he was going, which lane he wanted to be in, nor whether he wanted to turn right or left. The one thing I felt he was sure of was that no one was going to pass him until he made up his mind. This was so irritating. I did all I was suppose to do (preparation) to reach hubby on time. I hated the fact that someone else's decisions were making me late and keeping me from moving forward. So me and the driver began to

Parenting style was not just related to academic success of student, but its related to

Research on parenting also has shown that parent education is related to a warm, social climate in the home. Shumow and Miller (2001) described parental home involvement as those conversations between parent and child that focused on school experiences, while school involvement was conceptualized as parents’ availability for contact with the school. Epstein and Sanders (2002) looked at both direct behaviors, such as attending parent teacher conferences, and indirect behaviors, such as sharing educational expectations with the child. Research indicates that home involvement had greater impact on academic achievement (VanVoorhis, 2003), while regular parent-child discussions about school and expectations had the greatest impact on educational outcomes of adolescents, including truancy and dropping out (McNeal, 1999). Klebanov et al. (1994) found that both mothers’ education and family income were important predictors of the physical environment and learning experiences in the home but that mothers’ education alone was predictive of parental warmth. Although parental involvement is an important contributor to children’s positive school outcomes, much less is known about the factors that motivate parents’ involvement practices. Avvisati et al. (2010) opined that due to recent local and national reforms, parent’s behavior and

The type of family unit in which students are raised also has an impact on their level of performance and engagement at school. Students from a low socio-economic background have a higher chance of coming from a single-parent family. This would imply that with only one source of revenue, less financial resource is allocated to the students and this will eventually be detrimental to them in terms of their performance and engagement in the school environment. A single-parent family can also result in a situation at home where less time is dedicated by the parent to the children. Indeed, no sharing of household tasks would occur and this implies that the single parent has to achieve more daily tasks and that less time is spent towards the education of the children (Roscigno, 2000).

Parental association is the point at which the parent is dynamic member to the school and to the understudy. Numerous schools don 't know how to manage the nontraditional families and the territories of worry that it speaks to. At the point when a parent is included with the understudy and school, it is crucial and can create incredible prizes. It has been found that schools don 't generally know when a parent is or isn 't required in their kid 's instruction. The rate of understudies whose guardians reported contribution in the schools ascended between 1999-2007, including participation, a meeting with the instructor, or a school occasion, and volunteering or serving on a board of trustees(Thorton). Now lets go on to the positive and negative aspects of parental participation in child’s education.

Students were given a candidate evaluation form to evaluate me as their teacher. The students received this form on October 15th 2015, and the form was due back by the end of the class period. I instructed the students not to put their name on their evaluation, as this is an anonymous evaluation. My intentions for stating this, is for the students to know that I would not use the information they wrote against them in any way. Once they finished they were to pass them up to the front tables. The chart following displays 19 students’ evaluations.

Divorce can lead to a decline academically, resulting in higher numbers of absences and lower grades. Students in single-parent households face a 60 percent chance of missing more school periods (Churchill pg. 30). Lacking help from the second parent, can force children to stay home or in the care of other family due to no transportation to and from school. This poses the threat of lower grades and potentially being retained in that grade for a consecutive year. Children missing school lose out on valuable learning time that is crucial to their future education, and many will eventually drop out of high school. The stress from failing in school can encourage the development of behavioral issues and as the children grow it may become harder for them to deal with challenging learning material.

The single parent household effected the educational success; it led to a decline of educational success and children would withdraw themselves from the school. According to Bonnie L. Barber and Jacquelynne S. Eccles, their research found out that “that grades between children living in a married household or in a single-parent household will not differ in terms of

Conduct disorder is one of the many leading diagnosis of school children of the 21st century. Many times the nature of this beast can be tame if there are educators willing to over exert themselves and put in the time necessary to combat behaviors of this nature. In this students case it is tabling Oppositional Defiant Disorder (ODD), so that it does not result in permanent conduct disorder. According to Kids Mental Health (2016), a child with ODD will show signs of strong will, disrespect for adults and will exhibit defiance in any circumstances such as, lying, anger and resentment. As a result of this challenging but manageable diagnosis the counselor is encountering a student, who bolts out of the class when he gets the notion, runs up and down the hallway to disturb other classes. What is fearful is that the students’ demeanor changes when it is time for math, so math is a trigger to start misbehaving. The fear is that another student will be coming down the hall to encounter the door when the escaping student bolts out of it. Every episode the student experiences are not so intense. Sometimes the student is sleepy, because of the way his family gives him his medication; he uses this as a ploy to refrain from completing assignments. At times, he will say that he is sleepy when he is really not and he will refuse to do math that requires him to put in some effort, such as two digit addition.

In the textbook, the authors discuss the four categories of data that are used in research which are easily remembered with the abbreviation “LOTS of data” (Cervone & Pervin, 2013). This abbreviation describes the four categories of data—L-data, O-data, T-data, and S-data. L-data is information that can be obtained from a person’s life history or life record. A student’s school record would be a good example of L-data. O-data is information provided by knowledgeable observers. These observers can be parents, friends, or teachers. They can also be trained to observe. T-data is information obtained from experimental procedures or standardized tests. I remember those standardized tests that we always had to take as a kid. Those standardized tests that we take during elementary, middle, and even high school are an excellent example of T-data. These tests provide teachers information on their teaching styles to improve themselves for the following years with the next students. S-data is information provided by the subject him/herself. This is usually done in the form of responses to questionnaires. A typical example of S-data is personality questionnaires that ask an individual questions about his/her personality. S-data is really cheap and easy to use therefore it is commonly used in research studies. However, all of these categories of data are very important in research because any person can use these skills required from LOTS data to obtain knowledge. For example, I have

One’s own family background has also been found to influence a students test scores .research has found out that socio economic status, parental involvement and family size are particular important family factors (Majorbanks,1996)