AN EXAMINATION OF THE INFLUENCE OF NO CHILD LEFT BEHIND ON PARENTAL INVOLVEMENT POLICIES, PRACTICES, AND PROGRAMS IN OKLAHOMA PUBLIC SCHOOLS: A MIXED METHODS STUDY

Abstract

This study examined superintendents\' or designees\' perceptions in light of NCLB (2002) and to understand parental involvement through the lens of Epstein\'s Framework of Parental Involvement (1992, 1995, 2002). Despite parental involvement legislation, implementation and effectiveness of policies and programs varies among school districts. A secondary problem was the lack of agreement when defining parental involvement.

A sequential transformative mixed methods study investigated these problems. Findings suggested that superintendents or designees perceived that Epstein\'s Framework (1992, 1995, 2002) and NCLB (2002) were used in most responding urban and suburban districts while rural districts indicated more limited results. Five themes emerged from the interviews and documents: compliance, communication, parent volunteers, parent resources, and decision-making. All themes were present in the urban and suburban districts, but limited in the rural district.

The finding provide implications for legislators, Title I directors, school boards, superintendents, educators, and parents.