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Parents' Influence on Student Advanced Placement Class Enrollment Alissa Denise Russell Walden University

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Parents' Influence on Student Advanced Placement Class Enrollment Alissa Denise Russell Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2015 Parents' Influence on Student Advanced Placement Class Enrollment Alissa Denise Russell Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Education Policy Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Alissa D. Russell has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Kathleen Maury, Committee Chairperson, Education Faculty Dr. Kathleen Van Horn, Committee Member, Education Faculty Dr. David Bail, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2015 Abstract Parents’ Influence on Student Advanced Placement Class Enrollment by Alissa D. Russell MA, Walden University, 2009 BS, Dallas Baptist University, 1998 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2015 Abstract The Advanced Placement program allows high school students who pass an end of course Advanced Placement exam to receive college credit for college level courses completed during high school. The problem addressed by this project study is that, in the school under study, there is low enrollment in Advanced Placement classes even though many students qualify for these courses. Using a case study research design and collecting qualitative data, this study examined the influence parents have on student course selection. This study followed the theories of Epstein which indicate that involved parents positively influence their children’s academic achievement. The research questions centered on the level of parental involvement in their child’s course selections and their knowledge of Advanced Placement courses. Parents identified ways the school could help them be more aware of student academic choices available to their children. Data for these questions was gathered from 9 face-to-face interviews and 1telephone interview. An analysis schema, including theme coding and trend analyzing of the data, answered the questions and revealed the parents had no knowledge of the Advanced Placement courses, and they need direct communication from the school. The research led to the development of a Parental Learning Community. The project emanating from this study is a 3-part workshop. In part 1, parents learn how important their involvement is in their child’s academic success. Part 2 informs parents about Advanced Placement classes. Part 3 obtains parent commitment to join the Parental Learning Community and keep it active. Positive social change may include increasing graduation rates, identifying ways schools can better support parental involvement, and preparing graduates for successful post-secondary education. Parents’ Influence on Student Advanced Placement Class Enrollment by Alissa D. Russell MA, Walden University, 2009 BS, Dallas Baptist University, 1998 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2015 Dedication This doctoral study is dedicated first of all to God, who is the head of my life. To my husband for encouraging me when I ‘saw no end’ and for offering his invaluable insight whenever I was stuck. To my children (all nine of them) for giving me inspiration to succeed as well as quiet time to work. To my Mom, Aunt, and Brother for understanding when I had to leave Sunday family time early to work and conference call. To my administration whose unwavering support made it possible for me to complete this mission. Finally, to all of my students who did not believe in themselves until they ‘looked in the mirror.’ Their perseverance is what keeps me motivated. Acknowledgments I want to thank God for seeing me through this. I want to thank my husband for developing the ‘time schedule’ to make sure I was not distracted. I want to thank the administration at the study site for allowing me use of the data and parents. I want to thank Dr. Kevin Gross for his uncompromising patience and unwavering support. I want to thank Dr. Kathleen Van Horn for her purposeful scrutiny and appreciated feedback. I want to thank Dr. Iorio for her encouraging thoughts and comments. Lastly, but very importantly, I want to thank Dr. Maury for ‘picking up the pieces’ and helping me find where they fit, guiding me through the entire project study, and offering unlimited wisdom whenever I need it. Table of Contents List of Tables ..................................................................................................................... vi Section 1: The Problem ........................................................................................................1 Introduction ....................................................................................................................1 Definition of the Problem ..............................................................................................1 Rationale ........................................................................................................................4 Evidence of the Problem at the Local Level ........................................................... 4 Evidence of the Problem from the Professional Literature ..................................... 5 Definitions......................................................................................................................7 Significance....................................................................................................................7 Guiding Research Questions ..........................................................................................9 Review of the Literature ..............................................................................................10 About the AP Program .......................................................................................... 10 Advantages of Taking AP Classes ........................................................................ 12 College Readiness ................................................................................................. 14 Reasons for Interest and Enrollment ..................................................................... 15 Reasons for Lack of Interest and Enrollment ....................................................... 16 School Culture ...................................................................................................... 18 School Policies ...................................................................................................... 18 School Counselors ................................................................................................ 19 Teachers ................................................................................................................ 19 Students ................................................................................................................. 20 Parents ................................................................................................................... 22 i Project Description.......................................................................................................23 Summary ......................................................................................................................25 Section 2: The Methodology ..............................................................................................27 Introduction ..................................................................................................................27 Types of Research ................................................................................................. 27 Qualitative Tradition ............................................................................................. 28 Research Design Justification ............................................................................... 29 Participants ...................................................................................................................29 Selection Criteria .................................................................................................. 29 Number Justification ............................................................................................. 30 Participant Access Procedures .............................................................................. 30 Establishing Researcher-Participant Relationship ................................................ 31 Participants’ Ethical Protection ............................................................................. 31 Data Collection ............................................................................................................32 Data Collection Instruments ................................................................................. 32 Data Collection Instrument Source and Non-Use of Documents ......................... 35 Sufficiency of Data ..............................................................................................
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