Sustained Teacher/Parent Communication, and Student
Achievement
Kevin O. Cox
6th Grade Social Studies (US History) Teacher Gunston Middle School
Arlington County (VA) Public Schools Submitted June 2002
Introduction
It has struck me that there seems to be a significant difference in level of achievement between students whose parents are 'involved' in their children's school work and school life, and students whose parents are either rarely involved, or
sporadically or inconsistently involved in their children's school work and school life. Fairly consistently, it has seemed to me, parent involvement on a daily basis such as attendance at conferences, checking homework, signing and returning forms, and so forth, correspond to student success (at least in terms of report card grade A-E). What then can a teacher do to encourage parental involvement in student work?
Premise and Hypothesis
Personal teacher reporting to parents on a daily basis, for a sustained period of time, regarding a student's behavior, assignments, area of focus, and level of
achievement, can raise the grade level of a perceived low achieving student by a significant amount. In some instances, the parent involvement will continue beyond the teacher reporting period, (and would, perhaps, encourage on-going parental involvement in succeeding years). This sort of daily contact will stimulate achievement in middle school students regardless of language proficiency.
Methodology
A total of 12 students were selected for the project. Two or three students from each of four 6th grade social studies classes were selected for this project. The criterion for selection was the exhibition of high quality work at times, but who were averaging D or E grade level work. Half of the students selected were, by design, English as a Second Language students.
The parents of each student were sent a letter explaining the concern I felt about the child's performance, and the plan I had of daily reports, both written and verbal, over a two week period. (See Attachment A.) Parents were called two days after the letters were sent home, verbally explaining the plan. Students and parents were told that the purpose of the plan was to help the student achieve a higher grade on their report card and that this project, in no way, suggested that their child was in any trouble for his or her conduct in my classroom.
A "daily report form" was given to each student, and explained. (See Attachment B.) The students were told that they were to pick up their daily report on the wall outside the classroom at the conclusion of each school day. Reports were written at the
conclusion of each class, copied, and posted for students to pick up.
Parents were called each weekday evening between the hours of 6PM and 8PM, and the days work and assignments and behavior of the students were discussed. A log of each phone call was maintained. (See Attachment C.) The student's grades at the start, and at the conclusion, of the 2 week project were also recorded. A Spanish-speaking colleague translated the daily reports for the Hispanic parents, and also called the two homes each night where neither parent spoke English. (Many thanks!)
Results
Ten out of twelve of the students in the project increased their grades by at least two grade levels in the two weeks of the project. This period included daily homework, quizzes, daily work production, and tests. (The theme of the unit was Westward
Movement in the US). One of the students who showed no grade improvement was the student whose parents were by far the most difficult to contact each evening. The other student improved his grade by one letter grade.
Table 1 Student Grades Test and quiz grades at start of project Test and quiz grades at end of project Change in grades 12 of 12 Students 100 100 1 D B +2 2 E C +2 3 E E 0 4 D A +3 5 E B +3 6 D B +2 7 D C +1 8 E C +2 9 E C +2 10 D B +2 11 D B +2 12 D A +3 Points 100 100 Avg Score 59.2 80.3 Avg % 69.8 59.2 80.3 St. Dev 7.5 8.2 8.9 Max 79.0 68 93 Min 55.0 42 58
Conclusion
The main implication this project makes is the need for consistent monitoring of student work by parents. The findings of this project suggest that a teacher can have a profound effect on student achievement by maintaining close communication with parents. It is probable that a call from the teacher provides the parent with the moral authority and support of knowing what is expected of the student as well as how they are doing each day. It is also likely that the student quickly recognizes that their work is being closely watched, and that normal strategies won't get them out of work. And it is also possible that the student inwardly appreciates the attention and effort of their parent and their teacher.
Attachment A
April 23, 2002 To parents of _______________________
From Kevin Cox
Gunston Social Studies Teacher Dear
I believe that most kids need to be reminded of the importance of their daily taking care of their responsibilities, and to know that we adults will hold them to the high
standards and expectations we have for them. I want your child to know that his parents and teachers believe in them succeeding, and expect them to reach their potential.
I think your child will benefit from a period of structured, sustained
parent/teacher/student observation and discussion of their work in my history class. Your student should be able to achieve a grade of A for this class, and this collaborative effort should ensure that result.
I will send home a report every day, and speak with you every evening, as possible, about your child's performance. I want your child to know we are watching closely, and that we expect consistently good work.
Thanks for your help. Please keep this bit of information in your thoughts; Study after study shows that parental involvement, and teacher/parent communication, are the two most important factors in student success.
Sincerely,
Kevin Cox
PS: I expect 8 students' parents to be participating in this 2-3 week 'Get an A' effort. Please feel free to call me any evening until 10:00 with questions, concerns, or anything.
Kevin Cox Home (202) xxx-xxxx or Cell (202) xxx-xxxx
Attachment B
Mr. Cox's Social Studies 'Get an A' project student work report.
Student Name _______________________________________
Today's day Date ____________________________________
Today's Work
Prepared for Class
(Pencil, Pen, Spiral Notebook,
In seat ready at start of class etc.):
Homework completed:
Behavior/Assistance in class today:
In-class
assignment
Score:
Tomorrow:
Homework
Assignment:
Bring to class:
Attachment C
CLASS ROSTER for 4th Qtr: Sustained contact Cox, Gunston Middle School
4/29 4/30 5/1 5/2 5/6 5/7 5/8 5/9 12 of 12 Students 1 2 3 4 5 6 7 8 1 + + + + + + + + 2 + + + + - + + + 3 * + * * - * + * 4 + - + + + + + - 5 + + + + + + + + 6 + + + + + + + + 7 + + + + + + + + 8 + + + - + + + + 9 + + + * + + - + 10 + + + + + + * + 11 + + + + - + + + 12 - + + + + + + + + = Positive contact * = Left message - = NO ANSWER
