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University of Cincinnati ! "# $ % & % ' % ! " ! !!#! !' $!%! & " ! !'!()* %! +& !,!-./!0 ' "# ' '% $$(' .!' 1% 20 /1% 3! ! !4(!551 4!5 -1% What Parents Expect of Urban Alternative Schools and How These Schools Address Parents’ Expectations to Make Needed Changes A dissertation submitted to the Division of Research and Advanced studies Of the University of Cincinnati In partial fulfillment of the Requirements for the degree of Doctorate of Education In Urban Educational Leadership Of the College of Education, Criminal Justice, and Human Services 2010 by Shirley Kaye Gibson M.A. University of Louisville, 1979 B.A. Morehead State University, 1972 Committee Members Dr. Nancy A. Evers, Chairperson Dr. Roger L. Collins Dr. Barbara J. Hammel Dr. James W. Koschoreck ii Abstract Several studies have examined parent expectations of schools in general (Gewertz, 2008; Carney-Hall, 2008; Keller, 2008; Stelmach, 2005; Boal, 2004; Lawson 2003; Wherry, 2003; Cheney, 2002; Bomotti, 1996; Epstein & Hollifield, 1996). Other studies have more specifically addressed parents’ expectations of urban schools and their reasons for choosing private and magnet schools over public urban schools for their children (Ghazal 2006; Spann, Kohler, Frank & Soenksen, 2003; Goldring & Hausman, 1999). However, little is known about what parents expect of urban alternative “last chance” schools in particular. This research study used qualitative methods to explore the stories of parents, teachers, and principals in three urban alternative “last chance” schools located in the Midwestern United States. The study used school archival data, field observations, and transcripts of in-depth interviews with 17 parents, 6 teachers, and 3 principals to understand parents’ expectations of these schools. The research questions for this study were: What do parents expect of urban alternative “last chance” schools; are these schools meeting parents’ expectations; and how are these schools changing to address parents’ expectations? The research showed most parents of urban alternative students expect a quality education that meets the needs of their children, credit recovery for on time high school graduation, frequent and timely communication from school to home, a safe learning environment, school personnel who genuinely care for their children, small group social skills classes, and opportunities for increased parent involvement in their child’s education. The research efforts of this study also indicated that educators agreed with parents that their greatest expectation for their children was that they graduate from high iii school on time. Urban alternative educators also felt that parents expect staff members to communicate openly and freely with them concerning their children’s needs. And finally, school staff members indicated that parents expect them to meet their child’s individual educational needs. The research from this study also indicated that most parents agreed that urban alternative schools are meeting or exceeding their expectations for their children’s academic success and social needs. Most parents also agreed that staff members were doing their best to provide timely communication to them concerning their child’s academic progress. Many parents indicated that although they felt free to voice their concerns, they recalled only a few instances of school-wide change resulting form their input. However, on the other hand, most staff members agreed that urban alternative schools were using parent input to a greater degree to make needed changes in school policies. Data collected from parents and educators alike revealed that most research participants agreed that parents’ greatest expectation of urban alternative schools is that their children receive the same high quality of education that they would expect to receive at traditional school sites. iv Acknowledgments I would like to express my gratitude to the participants who took part in this study. Each parent, teacher, and administrator from the three alternative schools graciously shared their time, insights, and information with me. I thank them for allowing me to enter into their worlds, learn from their experiences, and share in their efforts to improve education for our urban alternative students. I am indebted to Dr. Evers, my advisor and committee chairperson. She has stood beside me through life’s up and downs, encouraging me to continue despite delays and obstacles. Her high standards, excellence in research, and devotion to education have inspired me to persist. Thank you for being a superb role model. Special thanks to all my committee members, Dr. Barbara Hammel, Dr. James Koschoreck, and Dr. Roger L. Collins, who encouraged and supported me throughout my studies at the University of Cincinnati. Thanks to each one for your feedback and suggestions that have contributed greatly to this study. Thanks to my family and friends for their support and their understanding of my limited time. Thanks to my mother, sons, grandchildren, and husband for their interest, help, encouragement, and love over the past three years. A special thanks to my cohort, Stacy Millburg, Yejida Mack, Michael Gaines, Mike Sharp, Mortenous Johnson, and Stephen Hooker. I cherish your friendship, encouragement, and support. Finally, thanks to the University of Cincinnati and the College of Education for providing me the opportunity to pursue my doctoral studies and fulfill my dreams in the field of Urban Educational Leadership. v Dedication I dedicate this dissertation to my husband, Rich, and my granddaughter, Nathalie, whose patience, understanding, and support made it possible for me to attain my greatest educational aspiration. Thank you for helping me realize my dream. vi Table of Contents Abstract…………………………………………………………………………………...ii Acknowledgments..……………………………………………………………………....iv Dedication……….………………………………………………………………………...v Table of Contents……………………….………………………………………………...vi Chapter I: Statement of the Problem and Review of the Literature………….……………1 Statement of the Problem………………………………………………………….1 Research Questions………………………………………………………………..6 Review of the Literature…………………………………………………………..6 Alternative Schools………………………………………………………..7 History and Development of Alternative Schools………………...7 Characteristics of Alternative Schools…………………………...10 Parent Expectations and Involvement……………………………………14 Expectations……………………………………………………...15 Academics………………………………………………..15 School Climate…………………………………………...16 Communication…………………………………………..17 Opportunities for parent involvement……………………18 Involvement……………………………………………………...19 Parent and school collaboration………………………….19 Parent partnership models………………………………..24 Change…………………………………………………………………...29 Summary…………………………………………………………37 vii Chapter II: Design and Methodology……………………………………………………39 Rationale for Qualitative Study………………………………………………….39 Identification of the Sites………………………………………………………..43 The Metropolitan Area…………………………………………………..43 The Three Schools……………………………………………………….44 Green Spring Academy………………………………………….45 Upper Heights Alternative………………………………………46 Edwards Community……………………………………………50 Gaining Entrée…………………………………………………………………..53 Identification of Participants…………………………………………………….55 Researcher’s Role………………………………………………………………..56 Data Collection Procedures……………………………………………………...58 Data Analysis Procedures………………………………………………………..60 Significance of the Study………………………………………………………...61 Limitations of the Study……………………………………………………....….63 Summary…………………………………………………………………...…….63 Chapter III: Analysis of the Data………………………………………………………...64 Individual Stories of the Three Urban Alternative Schools…………………….. 67 Green Spring Academy…………………………………………………..67 Upper Heights Alternative……………………………………………….94 Edwards Community…………………………………………………...114 Parents’ Expectations of Urban Alternative Schools………………….………..125 What are Parents’ Expectations of Urban Alternative Schools?.............125 viii Are Urban Alternative Schools Meeting Parents’ Expectations?............130 How are Urban Alternative Schools Changing to Address Parents’ Expectations?...........................................................................................133 Summary…………………………………………………………………….….138 Chapter IV: Summary, Conclusions, and Implications………………………………...142 Summary…………………………………………………………………….….142 Findings and Conclusions………………………………………………….…...147 Implications………………………………………………………………….….162 References………………………………………………………………………….…...169 Appendices………………………………………………………………………….…..179 Appendix A: Researcher’s Letter to Parents…………………………….……...179 Appendix B: Guidelines for Individual Interviews with Parents………….……180 Appendix C: Guidelines for Individual Interviews with Teachers and Principals...……………………………………………….………181 Appendix D: Observation Guide……………………………………………….182 Appendix E: Informed Consent Form…………...……………………………...183 Chapter I 1 Statement of Problem and Review of the Literature One of the greatest challenges faced by large urban school districts is to improve communication between school personnel and parents. Parent involvement has long been recognized as a major factor in promoting student academic success and ultimately predicting vocational stability (Bronfenbrenner, 1979; Comer et. al., 1996; Epstein, 2001; Henderson & Mapp, 2002; Robinson, 2007). School districts attempt to involve parents in supporting student academic achievement, positive socialization, values acquisition, and equitable education attainment (Fuhrman & Lazerson, 2005; Gutmann, 1987; Robinson,
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