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Annotated Bibliography

Author(s):Institute of Education Sciences (IES)
Title:School and parent interaction by household language and poverty status: 2002–03
Source:http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid...
Date:2006
Organization:National Center for Education Statistics (NCES)
Short Description:This Issue Brief describes school-to-home communication practices and opportunities for parent involvement at school as reported by parents from both English- and Spanish-speaking households during the 2002–03 school year.
Annotation:This Issue Brief describes school-to-home communication practices and opportunities for parent involvement at school as reported by parents from both English- and Spanish-speaking households during the 2002–03 school year. One of the findings is that a greater percentage of students in English-speaking households than in Spanish-speaking households had parents who reported receiving newsletters, parent notices, and personal notes about the student, as well as opportunities to attend meetings, school events, and chances to volunteer. Differences were still apparent after taking poverty status into account.
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Associated Keywords:
Documents
English Language Learners/LEP/ESL
Low-Income Students
Parent/Family Involvement and Community Engagement
Undocumented Immigrant/Immigrant/Migrant Students

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