An Evaluation of Hispanic-American Parent Involvement Programs.

Autor/inn/en	Zela-Koort, Monica P.; Nardine, Frank E.
Titel	An Evaluation of Hispanic-American Parent Involvement Programs.
Quelle	(1990), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Educational Assessment; Elementary Secondary Education; Evaluation Methods; Evaluation Needs; Hispanic Americans; Parent Participation; Parent School Relationship; Program Evaluation; Program Improvement; Program Validation; School Districts; School Surveys + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Hispanic; Hispanoamerikaner; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Programme evaluation; Programmevaluation; School district; Schulbezirk
Abstract	This report examines parent-involvement programs that focus on Hispanic families and the methods that have been used to evaluate these programs. The survey involved 10 Hispanic parent-involvement programs named by various state education agency directors as being significant. Particular attention was given to whether or not the programs were formally evaluated. The programs, located in Texas, New Mexico, Washington, and Florida, were diverse in client populations, although each served a significant number of Hispanics. The study indicated a total of 29 different parent-involvement activities reported by the 10 programs. Of these, the most often used were parent workshops or courses, parent-teacher conferences, and parent advisory councils. The least prevalent activities included providing incentive grants to develop parent involvement activities locally, parent-teacher conference improvement courses, and parent resource centers. The most prevalent ways that districts evaluated their parent-involvement programs were: (1) parent opinion surveys; (2) monitoring the frequency of activities; and (3) monitoring parent attendance at events and activities. Three school districts conducted formal evaluations, five conducted informal evaluations, and two reported no evaluations. The document concludes with a discussion of program evaluation procedures and the need for documentation of program activities. It suggests that an important key in narrowing the educational gap between majority and minority groups lies in the development of effective parent-involvement programs. The document includes 15 references. (TES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01