The purpose of this study was to determine if Parental Involvement influenced academic performance at single gender and co-educational schools. This study also compared African American male academic achievement with all students enrolled in two single gender, and one coeducational, middle school programs. Although all three schools reflected a high poverty student population, the coeducational school boasted a district funded talented and gifted program that has been in existence for almost two decades. The single gender school had no such offering. The coeducational school also had a more experienced teaching staff, with more teachers holding advanced degrees. The study examined parental involvement, specific actions and activity participation of parents, and was distributed to the parents or guardians of approximately 273 former 8th grade students who were enrolled at Middle Schools A, B, and C for three consecutive years. For the study, only the parents of 8th grade students were surveyed. The study examined the parent's interpretation of the contribution their involvement and participation in school related homework, or academic related activities had on the academic performance of their children. The demographic makeup of the all-boys school for the year 2008-09 was 57% African American, 41% European American, and 2% Hispanic-American. The demographic makeup of the girl's single gender program was 63% African American, 36% European American, and 1% Hispanic. The student population at the co-educational middle school was 54% African American, 43% European American, and 3% Hispanic. Findings suggest that 1) 95% percent of parents surveyed expressed they felt invited to be a part of the school environment and that only 33% of the parents felt they had the necessary skill level to help their children succeed academically 2) Only 5% of all parents felt educationally proficient to help their children succeed in the school's academic environment 3) Male students outperformed female students in math and coeducational students outperformed single-sex school students in math and literacy 4) Overall, Non African-American students outperformed the African American students in both math and literacy.
|Adviser||Sharon A. Richardson|
|School||UNIVERSITY OF ARKANSAS AT LITTLE ROCK|
|Subjects||African American studies; Black studies; Educational evaluation; Educational leadership; Middle school education|
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