School and Parent Interaction by Household Language and Poverty Status: 2002-03. Issue Brief. NCES 2006-086

Autor/inn/en	Enyeart, Christine; Diehl, Juliet; Hampden-Thompson, Gillian; Scotchmer, Marion
Institution	National Center for Education Statistics (ED), Washington, DC.
Titel	School and Parent Interaction by Household Language and Poverty Status: 2002-03. Issue Brief. NCES 2006-086
Quelle	(2006), (4 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Spanish Speaking; English; Native Speakers; Parent School Relationship; Poverty; Minority Group Children; Language Minorities; Family Income; English (Second Language); Family Involvement; Parent Participation; National Household Education Survey + Suchen Sie Ihr Suchwort? English language; Englisch; Muttersprachler; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Armut; Sprachminderheit; Familieneinkommen; English as second language; English; Second Language; Englisch als Zweitsprache; Elternmitwirkung
Abstract	This Issue Brief describes school-to-home communication practices and opportunities for parent involvement at school as reported by parents of U.S. school-age students from primarily English-and primarily Spanish-speaking households during the 2002-03 school year. Data are drawn from the Parent and Family Involvement in Education Survey of the 2003 National Household Education Surveys Program (NHES), which included English and Spanish language surveys of parents' perceptions of school communication practices and opportunities for parent involvement. English-speaking households are defined as those with at least one parent who speaks English as a primary or first language. Spanish-speaking households are those in which neither parent primarily speaks English in the home or at least one parent primarily speaks Spanish in the home or as a first language. Spanish-speaking children were more likely than children from English-speaking households to live in low-income families (Klein et al. 2004). Therefore, findings are also reported by three levels of household poverty. For this report, the term "poor" will be used to identify those families below the poverty threshold; "near-poor" will identify those at 100-199 percent of the poverty threshold; and "non poor" will identify those at 200 percent or more of the poverty threshold. (Contains 2 tables and 5 endnotes.) (ERIC).
Anmerkungen	ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://www.edpubs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10