Customized Parent-Teacher Communication Focused on Student Learning and the Impact on Student Achievement
The purpose of this study was to see if there was a positive impact on student achievement when specific parent communication with the school exists. There were low API scores and a lack of meaningful connections between parents, students, and teachers. The research question was, How does customized parent-teacher communication about student learning impact student achievement? Customized communication is a blending of Epstein’s (1995) Type 2 communicating and Type 4 learning at home. To improve student achievement via improving parent-teacher communication, customized communication took the form of a weekly newsletter. The study took place at one high school located in Southern California. Spanish 1 and 2 classes and their parents were part of the study. Before intervention, a chapter test served as a pretest to provide class test averages and revealed similarity among the control and experimental classes. Parents were surveyed to gather the type of desired communication they wanted in a newsletter. Intervention was given in the form of weekly newsletters to two experimental classes using customized communication about student learning. Finally, a chapter test served as a post-test to reveal any changes in class test score averages as a result of customized communication. A quantitative methodology was used. Data were collected and analyzed through student pretest averages, a parent survey, and student post-test averages. Through personal communication, parents expressed positive perceptions of the intervention. However, a t-Test to compare pre and post test averages, revealed that the null hypothesis must be rejected. There was no significant change in test averages as a result of the intervention. This study could be expanded with more time to see if more customized-communication would impact student achievement. It is a study that opens the door to continue communication that parents value.