Practicing Parental Involvement: Heterogeneity in Parent Involvement Structures in Charter and Traditional Public Schools

Autor/inn/en	Boylan, Rebecca L.; Petts, Amy; Renzulli, Linda; Domina, Thurston; Murray, Brittany
Titel	Practicing Parental Involvement: Heterogeneity in Parent Involvement Structures in Charter and Traditional Public Schools
Quelle	In: Educational Administration Quarterly, 57 (2021) 4, S.570-606 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boylan, Rebecca L.) ORCID (Petts, Amy) ORCID (Domina, Thurston)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X21990431
Schlagwörter	Parent Participation; Charter Schools; Public Schools; Differences; Institutional Characteristics; National Surveys; Elementary Secondary Education; Regression (Statistics); Administrative Organization; Parent Teacher Cooperation; School Choice; Schools and Staffing Survey (NCES); National Teacher and Principal Survey (NCES) + Suchen Sie Ihr Suchwort? Elternmitwirkung; Charter school; Charter-Schule; Public school; Öffentliche Schule; Unterscheiden; Regression; Regressionsanalyse; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Choice of school; Schulwahl
Abstract	Purpose: This study examines differences in the mechanisms that charter schools and traditional public schools use to facilitate parental school involvement and the degree to which these differences account for the high levels of involvement among charter school parents. Data and Research Methods: We merge data from principals and teachers from the nationally representative Schools and Staffing Survey and National Teacher and Principal Survey with nonprofit tax data from the National Center for Charitable Statistics. We use ordinary least squares regression to explain how charter and traditional public schools involve parents in communal, public-good activities, and individualistic, private-good activities within schools. Findings: Charters are less likely than traditional public schools to use bureaucratic structures, like parent-teacher organizations, and more likely to use nontraditional and less bureaucratic structures, like parent workshops and compacts. The use of such structures mediates a portion of the charter advantage; however, they only partially explain the association between being a charter and parent involvement. Additionally, we find some of the outreach structures that are most common in charter schools, including compacts, are also more strongly associated with parent involvement in charter schools than in traditional public schools. Implications: While charters have more public-good and private-good parent involvement than traditional public schools, our results suggest that the uncritical adoption of outreach strategies from one sector to another is unlikely to result in equal gains in parental involvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01