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Citation:

Quigley, D. D. (2000). Parents and teachers working together to support third grade achievement: Parents as Learning Partners (PLP) findings (CSE Technical Report 530). Los Angeles, CA: Los Angeles Compact on Evaluation/National Center for Research on Evaluation, Standards, and Student Testing.

Annotation:
The purpose of this study is to determine the effects of Parents as Learning Partners (PLP) on 3rd grade teachers' practices, on parentsÕ involvement, and on students' third grade achievement. Epstein's (1995) six types of family and community involvement theoretically frame the study. Findings revealed that, over time, the cumulative effect of better attendance, more attention to studies, consistent expectations, and regular support improved achievement and grades. Twenty-nine schools in three School Families in Los Angeles County studied three primary areas in which parents and teachers can work together to support academic achievement: communication, parenting, and learning at home. The links between specific PLP activities, positive changes in parents and teachers, and student performance were not clear and need further study. Teachers feel that their schools are not preparing them on how to involve parents. This needs to be addressed in a concerted and consistent manner. Professional development days need to be reserved for preparation for teachers regarding parent involvement. Teachers and school staff should engage parents in discussions about the benefits of parent education workshops, reading practices at home, and communicating with them more frequently about the progress of their child. Researchers suggest that the districts in the study need to reaffirm to their schools the need for significant, coordinated learning opportunities for teachers and parents to increase meaningful parent involvement in schools to support students' learning.