Is Parental Involvement Does Not Be High On The Individual

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:

The book Do Parents Matter? written by Judith Rich Harris discuss the topic of nature versus nurture when raising a child. Her books discuss how parents do not influence the child’s personality and how there are many different ways a child personality is created.

Furthermore, Vonderlack-Navarro suggest another beneficial way to support English language learners is to involve parents in the students’ education. Because of the language barriers, education levels, and culture, this goal will not be a stress-free assignment; however, once the parents have “buy-in” and trust the school systems, the goal would be accomplished (Stover,

It is not impossible for schools to involve the parents of their ELL students, they must demonstrate to the parents and students that they are valued members of the school community. There has been considerable amounts of research on the importance and benefits of working closely with the parents of ELL students and how income and social class are strong predictors of how families relate to schools. For example, low income or non-English speaking parents may leave big decisions regarding school up to the teachers because of their expertise and the parents potential lack of. In a study

“The partnerships between Latino immigrant families, teachers, community members, and university faculty towards the education of ELLs (p 188)” was the focus of the conducted research of the by Iddings, Combs, and Moll (2014). Within this text, the authors felt that if schools formed partnerships with parents of ELL students, the students would be more successful.

Many Hispanic families are living in poverty; the children are depended upon to provide for the family as soon as they can. Unfortunately, education becomes second on the priority list. Author Goldenberg, (2004), claims that parents of ELL students do value their children’s education. The author states that parents are heavily involved in making sure their children finish their homework; they participate in parent-teacher meetings and attend school-based parent meetings. From my experience of raising four children, I’ve experienced and have interacted with many E LL parents. I can concur with the author Goldenberg that parents of ELL students do value education. The issues that lie are not based on the fact that they value or don’t value, but more on the inability to support the children in their educational journey. Language exhibits a major barrier to ELL parent-school collaboration. Many ELL parents often feel alienation, misunderstood, or intimidated by their lack of native English skills. Since most school staff are limited by their inability to speak effectively and regularly with ELL parents, this two-way language barrier often prevents and hinders all forms of oral and written communications between school and home (Waterman & Harry, 2008). As one source concurs, author Xiang, (2015), briefly highlights “the three Rs in building a positive and effective ESL learning environment: relationships, resources, and routines” (Xiang, L., 2010,

It is important as a teacher to make sure that they communicate with English Language Learners parents. ELL parents may have a difficult time becoming involved in their student’s academics because they might not know the English language as well. As a teacher, I will want to help the ELL parents as much as possible. I will inform the parents that I am here to help them in any way possible. And that I have found some very helpful community resources that aid in English acquisition and serve immigrant families that may be able to help them out. There might be a lot of questions that the ELL parents might have that as a teacher I will not know the answer, this is when the community resource can help them out. It was mentioned that when someone

As a certified English as a Second Language (ESL) teacher, the English Language Learner (ELL) population is very near and dear to my heart. According to Barr, Eslami, & Joshi (2012), the ELL population is the fastest growing demographic in the U.S with most incoming students arriving from Asia/Pacific Islands and Hispanic regions. Both of these populations are expected to continue to increase in the future. Over two-thirds of this population over the age of 5 speak a second language at home. According to the 2013-2014 Texas Academic Performance Report (TAPR) there were 67 ELL enrolled on our campus, which is 3.6 percent of the total population of 1,851 students. Although this year our ELL population is lower than usual in future years are numbers are expected to grow exponential due to the rapid growth currently happening in our community. According to the Texas Education Agency (TEA), ELL students continue to have low achievement levels when compared to their native speaking peers. Data shows that as students get older, their success rates are lower and lower with over half not reaching mastery at the high school levels. Our campus is not different. The TAPR report shows that only 57% of our ELL population scored satisfactory on the end of year STAAR exam, which is almost 10% lower than the state average of 76% passing and 35% lower than the campus average of 92% passing. Due to these deficits, it is imperative to develop and plan of action that will help to bridge

In the article, Involving Parents of English Language Learners in a Rural area. The author explains how ELL have increased in public schools over the years. The author makes note that many of the barriers for ELL include the lack of parental involvement. In addition, the author explains how the lack of parental involvement can hinder a child’s performance and impact collaborative efforts between parents and teachers. Furthermore, this article explains how the cultural divide between parents and teachers can lead to parents feeling inferior.

The school has many veteran teachers that love their job. In respects to the elementary teachers, they stay late and give their students 100% of them and it shows. Children are smiling and eager to get to class. The walls are filled with student lead projects. I can identify the internal leaders who are outspoken and who resolve issues. There is 5th grade teacher who is team leader and she is amazing. If a problem arises instead of complaining she goes to her team and creates a solution. In 5th grade the team is so influential due to the fact they work together so well. They plan together and share ideas. When looking through data they delve deep to the root of the problem and remediate students when needed. “Educators must promote and build meaningful relationships for all students and stakeholders in the community” (Woody,

Great schools do not just happen. It is easy to envy successful schools and to equate their success to things such as a wealthy community, readily accessible resources, a supportive community, low diversity, and visionary leadership (Hollingsworth, 2016). While all of these factors certainly impact a school’s ability to reach high heights, successful schools are not built overnight. Successful schools are led by diverse administrators who all share the ability to access the important leverages of leadership. They are built on strong structures and driven by continual improvement over long periods of time. They have have stakeholder involvement, and this includes the community which they serve. The employees in these schools work well together, embrace each other's diversity, and create and follow well planned curriculums that target the needs of their students.

I think anyone who sees a school as an institution of learning will know it is a learning environment and will conduct themselves in a respectful manner. Administrators, teachers, and parents will have a collaborative relationship which will benefit student achievement. Collaborative relationships with stakeholders on one accord would be a sign of shared values and beliefs by the majority. I believe in my district, too much emphasis is placed on the vacant teaching position instead of the reason the teaching position is vacant. The administration is not questioning why the teachers leave; they simply send more without an explanation to why they are not returning. This year alone, we lost three excellent teachers, two English teachers and one exceptional education teacher, due to their lack of confidence in our building level administrator. This makes it hard to accept the district is serious about creating student success when it is not being

The primary problems will be the power struggle and diversity will also play a role in this power struggle, and who relates best to the students. Also another issue will be making sure that the individual organizations feel that they are being equally represented, and heard. Each individual has their own struggles and comes from different backgrounds, we cannot judge what we have not gone through and cannot say how it affects that individual.

Again the lack of time for teachers and all staff to process and analyze new change. For example, one teacher explained that this was her 7th year in the school and 5 of those year she

During the middle school years there are developmental changes happening in an adolescent’s life. This growth include both biological and cognitive, as well as social development (Nancy Hill, 2009). Compared to elementary school the developmental growth in middle school has higher levels of significant change as a result to the bureaucratic system (Hill& Chao, 2009). Studies have shown that during this essential time period in a youth’s education experience, you will see a decline in their academic performance during the middle school time period (Eccless, 2004). It is during the middle school education experience, I’ve decided to conduct my study. The decline of academic performance has long-term