Teacher Work Context and Parent Involvement in Urban High Schools of Choice

Abstract

Studies of teacher work context highlight the deteriorating conditions in which teachers work in typical urban high schools. Yet, some improved teacher work contexts have been shown to impact student achievement. One such context includes schools with a focused or singular curricular theme and a supporting work environment. We extrapolate from these findings and hypothesize that some features of the school workplace may contribute to greater parent involvement in urban high schools, especially home-school communication and parent volunteering. This article addresses two specific questions: (1) Does teacher work context impact the opportunities the school provides for parent involvement? (2) What aspects of the context of teachers’ work have the greatest impact on these opportunities for parent involvement? Despite bureaucratic functioning, public schools with some elements of a communal school organization set in a context of caring, are essential factors in sustaining parents’ involvement in their children’s education.