Public School Parents Research Articles

Poll Points: Education and the election

Looking to the election in November, 54% of Americans say public education will be extremely or very important to their vote; 44% say it’ll be somewhat or not at all important. Among public school parents, more, 70%, say education will be important in their vote for president.

Anticipating the Side Effects of Educational Reform Using System Dynamics Modeling

There have been countless efforts to improve academic achievement in public schools across the United States, especially in urban school districts. Few efforts, however, use rigorous analytic modeling tools to anticipate and prevent the potential side effects of change. This chapter proposes the application of system dynamics on educational reform efforts by offering a conceptual model, literature review, and research agenda to identify and mitigate the potential side effects of reform. The model is based on interviews and workshops with public school leaders, teachers, and parents in a midsized midwestern urban city. We identify a “capability trap” that may lead to policy resistance with educational reforms. Limitations to this approach are noted, and future areas of research are identified.

Awareness of Public Elementary School Parents on the Legal Provisions of Anti-Child Labor Law: Basis for Intervention Plan

The Philippine Anti-Child Labor Law (Republic Act 7658) is a statutory law aimed at protecting children under 15 years old from working in public or private establishments. It consists of two areas: Information Dissemination and Penalties. The law aims to promote awareness and prevent violations, with penalties such as fines or imprisonment. A study was conducted to determine the level of awareness of public elementary school parents in a second-class municipality during the 2021-2022 school year. The results showed that the majority of respondents were older, female, and from larger families. The overall awareness of parents on the law was "High," with a high level of awareness grouped by age, sex, family size, and average family income. However, there was no significant difference in awareness among respondents based on age, sex, family size, or average family income. The findings suggest that barangay authorities and school administration do not collaborate to address child labor issues, as the community lives in poverty and relies on cheap manual labor. Additionally, older respondents should be made aware of the penalties for violating provisions of Article 12 of the law.

IMPACT OF EPIDEMIOLOGICAL RESTRICTIONS RELATED TO COVID 19 ON CHILDREN’S HEALTH STATUS

Background: In terms of prevention of COVID 19 In Georgia as well as in the World, mobility restriction and vaccination have been given the greatest role. As is known, at this stage, mass vaccination of children is not carried out according to the WHO recommendation, and from the epidemiological point of view, the reduction of mobility is relevant. Objectives: Aim of our research was to determine the impact of online teaching in public schools on the health of children during the COVID 19 pandemic in Georgia. Methods: A prospective study was conducted with closed questionnaire which included 15 closed-questions. Public school pupils and parents were involved in the research. They were selected according to the principle of the so-called snow team. A total of 134  person was participated in the study: 52 pupil /38.8%/ and 82 parents/61.1%/. The survey was conducted anonymously, no personally identifiable information was recorded. Processing and analysis of the results was carried out with the Microsoft Excel package. Conclusions: Restrictions in the context of the COVID 19 pandemic have affected the health status of children. The positive and negative results of the so-called online education were identified. Dermatological complaints (especially rashes) decreased, as well as respiratory system and gastrointestinal tract complaints. As for the endocrine, psycho-emotional sphere and vision. Complaints related to visual impairment have increased. Also, cases of obesity, insomnia, convulsions, dizziness, headaches have increased. In terms of bone-joint system complaints, scoliosis cases have increased.

Closing the Gap between Schools and Community: University/Community Collaboration Addresses Identified Barriers to Student Learning

Two different community-engaged groups in Indianapolis, Indiana recommended trauma-responsive school communities to address barriers to student learning. Before merging their work, both groups represented collaborations of university academics; K-12 educators; dental, mental, and basic health providers; service organizations; youth development specialists; and public school parents. The conclusions from their work were clear: address the social/ emotional and mental health, trauma and violence, chronic absenteeism, and social media distractions of students or fail to impact learning and youth development success. Central to the conclusions was the collaborative nature of the community-engaged studies, input from the field, and survey respondent discussions and analysis of what the findings really meant. A culminating report, Closing the Gap between School & Community Partnerships: An assessment of schools in Indianapolis, recommends adopting whole-child approaches, strength-based family engagement, community school models, and increased public school funding to address the barriers identified from survey responses of 354 educators throughout the city of Indianapolis. This paper focuses on how the collaborative, community-engaged process led to the report findings and recommendations.

Standpoints of Parents and Teachers on the Inclusion of Answers Key in the Self-Learning Modules (SLM): A Qualitative Inquiry

This qualitative-phenomenological study determined the standpoints of participants on the inclusion of answers key in self-learning modules. It comprised of fourteen (14) participants selected using a purposive sample technique, with seven (7) parents in a virtual in-depth interviews and seven (7) public elementary teachers in a focus group discussion. The data analysis employed data coding and thematic analysis. For the parents, there were issues emerged from the problem namely: finding answers key incorrect, vague, and incomplete promotion of laziness and dishonesty and difficulties in guiding children. Meanwhile, for the teachers, issues emerged: duplication of answers from answer key incompleteness of answers key and lack of guidance from parents. To address the issues, parents mentioned ways: discouraging childs dependence to answers key being present to guide childs learning using other references and skipping unclear and difficult activities. While teachers also pointed out ways: coordinating with learners and parents separating answer sheets from the modules and providing alternative mode of giving assessment to learners. They also cited insights they could share to others, for the parents: a call for removal of answers key a call for accurate and clear presentation of answers key a call for parental guidance in answering modules and a call for provision of learning resources. While for the teachers: a call to attach the answers key as a guide to learners a call to separate answers key a call for parental guidance in answering modules and a call for quality check of answers key. The results are deemed significant to public school teachers, parents, learners, DepEd officials, administrators, and future researchers to give awareness and to develop best practices utilizing the SLM with reliable answers key in order to attain quality education.

Effects of Schooling Type and Physical Activity on Resilience Among Parents of School-Aged Youth

Resilience could improve parental response to serving as schooling educators during the COVID-19 pandemic. This study aimed to determine whether schooling type (homeschool vs. public-school) and physical activity resulted in significantly different perceived resilience among 123 parents of school-aged youth. The main effect of schooling type, but not physical activity, on perceived parental resilience was significant. Homeschool parents perceived themselves as significantly more resilient than public-school parents. Public-school parents who did not meet physical activity recommendations perceived themselves as significantly less resilient than all other groups making physical activity particularly important for this demographic.

Primary School in the Time of Covid-19: Parents’ Engagement in Students’ Online Learning

This study aims to gather data from public and private primary school parents located in the urban, suburban, and rural areas that would contribute to understanding parental roles regarding fully online learning for their children during COVID-19. We also discussed several parents’ self-identified issues on their ability to participate in their children’s fully online learning experiences. A qualitative study was employed as the methodological basis for eliciting 12 parents whose children in 3rd, 4th, and 5th-grade attending conventional learning before school closure due to the pandemic. The semi-structured interview was conducted, and verbatim transcripts were analyzed using inductive and thematic analysis approaches. Four major themes were identified from parents’ role during home learning, including organizing and managing, mentoring and instructing, facilitating, and motivating children learning. Online learning relied on how active parents engage and maintain children’s interaction with learning content, teachers, and peers to familiarise their children with online educational settings successfully. However, personal issues arise, which can be stressful as teaching young learners virtually need special attention. Having significant responsibilities to their children learning, parents disclosed key issues and struggled, resulting in a rapid move from face-to-face to online instructions; learning value, learning efficiency, mental and physical health, accessibility.

Indiana Public High School Parents’ Perceptions of Interscholastic Competitive Balance

As part of the educational mission of interscholastic athletics, ensuring competitive balance is a priority of state athletic associations nationwide. Specifically, teams playing within a postseason championship tournament should have a fair and equitable chance to win. Private high schools, in particular, have been the focus of competitive balance scrutiny from public high school stakeholders due to disproportionately high success in many states. Despite much anecdotal scrutiny from public stakeholders, it is not clear how much they know about interscholastic policy or private school characteristics. Therefore, this study set to explore Indiana public high school parents’ perceptions of interscholastic competitive balance through qualitative interview data. Using thematic analysis, five themes emerged from the data influential to competitive balance (location, policy, sport culture, financial resources, and education). Each of these themes was influenced by an omnipresent private school impact, which reinforced a need for additional education of policy and private school characteristics.

Parental Responses to Children’s Achievement Test Results

We use quasi-experimental variation in the timing of national standardized test-score reports to estimate the causal impact of giving parents objective information about children’s academic achievement. Releasing test scores leads to more modest perceptions of academic achievement and reduced school satisfaction. The use of private tutoring is increased, while extracurricular activities are reduced. Examining the underlying mechanisms, we show that is it public-school parents and parents of children receiving unexpectedly “bad” test scores who alter their perceptions. Learning that a child scores above the national average raises perceived academic achievement and time devoted to education, while reducing leisure time.

Parental Responses to Children's Achievement Test Results

We use quasi-experimental variation in the timing of national standardized test-score reports to estimate the causal impact of giving parents objective information about children’s academic achievement. Releasing test scores leads to more modest perceptions of academic achievement and reduced school satisfaction. The use of private tutoring is increased, while extracurricular activities are reduced. Examining the underlying mechanisms, we show that is it public-school parents and parents of children receiving unexpectedly “bad” test scores who alter their perceptions. Learning that a child scores above the national average raises perceived academic achievement and time devoted to education, while reducing leisure time.

Public libraries and public primary school literacy: a Kenyan case study

PurposeThe purpose of this paper is to explain how public libraries have been instrumental in early child school literacy teaching and learning. Most African public schools do not usually afford enough core textbooks and supplementary readers.Design/methodology/approachThis was a qualitative case study in Western Kenya amongst public library staff members, public primary school teachers and parents of library children clients. The following questions were addressed: What is the book situation in public primary schools in the study site? What school-type literacy-related services are offered by the sampled public library? and What are library staff members’, teachers’ and parents’ feelings about the public library services offered? Observations, interviews and document studies were used to collect data. Data were analysed thematically.FindingsPublic schools do not have enough core textbooks and the situation is worse for supplementary readers; the public library branch studied offers critical school-type literacies to school children both at the library building as well as at public schools registered with it; and library staff members, teachers, and parents express positive feelings about the services offered.Research limitations/implicationsThis was a case study whose findings might not apply to the larger situation and the study did not confirm actual literacy benefits of the library services amongst school children by, for instance, conducting literacy tests. The findings are, however, an index to the possible situation in the macro context.Practical implicationsThe relevant stakeholders should find ways of co-opting public libraries as associates of public schools in literacy teaching. This relationship is not straight forward in Kenya.Originality/valueThe findings reported are from original research.

Opting Out or Opting In? Test Boycott and Parental Engagement in American Public Education

AbstractThis article provides a “thick” understanding of how public school parents understand their decision to opt their children out of standardized tests. In it, Amy Shuffelton draws from qualitative research interviews with Chicago parents to explore how three mothers connected opting out of standardized testing to their broader commitments to public schools. In probing the democratic potential of their logic, Shuffelton points to avenues of hope for democratic and equitable public schooling. As scholars have argued on multiple grounds, public schools have generally preserved inequitable power relations and resource allocations rather than changed them, and this happens in part because of parental resistance to reforms they believe to be detrimental to the interests of their children. Precisely because privileged parents have and implement the power to use schooling to pass advantages to their own children, however, it is important to consider when and why some of these parents instead see reason to build a public school system that shares those advantages widely. Putting these parents' explanations for opting out of testing into conversation with ideas about the democratic public in texts by John Dewey and Bonnie Honig, Shuffelton finds potential pathways, as well as hurdles, to reviving commitment to public schooling.

Choice, Voice, and Exit: School Vouchers in Milwaukee

ABSTRACT Do market-based policies, like school vouchers, that provide an exit option enhance or diminish parental involvement? I examine this question using original survey data from parents participating in the Milwaukee Parental Choice Program, the nation’s oldest urban voucher program. Voucher students were matched to a set of public school students based on Census tract, test scores, and demographic factors. I find voucher parents say that they are more willing than public school parents to use voice over exit. Further, voucher parents report being more involved in school-based activities or participatory coproduction, while public school parents report participating in more home-based education activities or independent coproduction. Multiple mechanisms inform these relationships. Voucher schools may be more receptive to parental involvement, and the religious nature of some voucher schools may promote participatory coproduction.

The 50th Annual PDK Poll of the Public’s Attitudes Toward the Public Schools

The 2018 PDK Poll of the Public’s Attitudes Toward the Public Schools finds that Americans trust and support teachers, but they draw the line at wanting their own children to join a profession they see as undervalued and low-paid. An overwhelming 78% of public school parents say they would support teachers in their community if they went on strike for more pay. The 2018 poll also revealed that Americans lack strong confidence that schools can protect their children against a school shooting, but they favor arming police, expanding mental health screenings, and using metal detectors at school entrances over arming teachers. The poll also asked Americans about reforming the existing school system, spending to provide extra support to students with greater needs, comparing education today to education during earlier years, evaluating opportunities and expectations for various groups of children, affording college, valuing a college degree, changing school hours, and grading the schools. The lack of funding was identified as the biggest problem facing the local schools, the 19th consecutive year for such a result. The 2018 poll is PDK’s 50th annual survey. Langer Research Associates of New York, N.Y., produced this year’s poll using a random, representative, national sample of 1,042 adults with an oversample to 515 parents of school-age children. Sampling and data collection were provided by GfK Custom Research via its nationally representative, probability-based online KnowledgePanel®, in which participants are randomly recruited via address-based sampling to participate in survey research projects by responding to questionnaires online. Households without internet connections are provided with a web-enabled device and free internet service.

Parents’ Involvement in their Children’s Education: The Value of Parental Perceptions in Public Education

The purpose of this study was to gather data from public school parents that would contribute to the understanding of parental involvement with school choice for their children and of parental involvement with educational organizations. We employed a case study approach as the methodological basis for eliciting 22 multi-racial parents perceptions’ about school climate and their child’s school choice. Our comprehensive in-depth semi-structured interviews, field notes, observations, and documents data collection process incorporated feedback from potential respondents from the outset of the design process to enhance data quality. Verbatim transcripts and documents were analyzed using a content and thematic analysis approach. Four over-arching themes were identified; (i) factors that parents value in schools, (ii) concerns about other school choices, (iii) the features and programs that appeal to parents, and (iv) parental perceptions of the chosen school. The findings of this study revealed that parents choose schools for their children for the following reasons. The children were better served, the programs and features offered by schools appealed to most participants, the schools had strong academic programs, a proper school climate and culture were present, the setting embraced diversity and multicultural atmospheres, a safe and secure place was present, and instruction was focused on a small and caring environment.

Citizen Expectations and Satisfaction Over Time: Findings From a Large Sample Panel Survey of Public School Parents in Denmark

Expectations are thought to affect how citizens form their attitudes and behavior toward public services. Such attitudes may include citizen satisfaction, where expectations play a fundamental role, and relevant behaviors include choice of services and the decision to voice opinions about them. However, there are few investigations into what drives citizen expectations and even fewer that consider these relationships across time. This article tests whether prior expectations, perceived performance, and citizen satisfaction influence future expectations, using a unique dataset that follows individual citizens across two subsequent school satisfaction surveys from 2011 and 2013. The results show that prior expectations have a large and consistent influence on future expectations, as predicted by the literature, whereas the influence from prior perceived performance seems less consistent. Prior satisfaction may also influence future expectations, although the effect is minor. The results indicate that citizens’ expectations are rather stable across time and may contain normative values and beliefs about how public services should perform.

Parents, quality, and school choice: why parents in Nairobi choose low-cost private schools over public schools in Kenya’s free primary education era

Low-cost private schools (LCPS) are widespread in Kenya, particularly in urban areas. This study examines the reasons that parents send children to fee-charging schools in a context of free public primary education. Drawing on parent survey and interview data, as well as interviews with national policy makers, we found that parents who chose LCPS for their children were more driven by quality concerns than were public school parents. We also present data on the costs of the school types, compared to household income. Despite being termed ‘low cost’, the fees charged by schools primarily serving the poor were often a heavy burden on families. We conclude with recommendations for maximising the impact of LCPS on educational access and quality.

A review of the research on parent satisfaction in private school choice programs

ABSTRACTI review the research literature on parent satisfaction with private school choice programs providing vouchers, scholarships, or education savings accounts. The reviewed studies make use of parent surveys to measure satisfaction, often comparing the responses of parents of scholarship lottery winners to those of parents of students who lost scholarship lotteries or comparing parent satisfaction in their current private school of choice to satisfaction with their previous public school. Results of all these studies show parents who can choose private schools are more satisfied with their child’s school. These studies also find higher levels of satisfaction when comparing choice parents to public school parents. More research is needed to explain why parents choose specific schools and whether parents choose schools that satisfy specific qualities they have deemed important when choosing a new school.

Improving Learning Outcomes Through Information Provision: Evidence from Indian Villages

We study whether information provision improves the academic performance of primary school children in a setting where parents have incomplete information about their child's cognitive skills and there exist competing public and private providers of education. Contiguous village councils in the north Indian state of Rajasthan were randomly assigned to either a control or one of four treatment groups in which schools and/or parents were provided information through report cards on either intra or both intra and inter school performance of students in curriculum based tests. We find significant improvement in test scores of private school students by 0.31 standard deviations when information on both absolute and relative school quality is provided to households and schools. There are no significant improvements in the learning outcomes of public school children in any treatment. Close examination of the results suggest that private school students chose better quality schools in the new academic year. Public school parents did respond by exercising school choice and lowering student absenteeism but saw no improvements in learning outcomes possibly because of constrained school choice set. Overall, our results suggest that information on the relative quality of schools can be a cheap and effective tool for improving learning outcomes when households can exercise school choice.