By Gail L. Thompson
Thompson designed an empirical examine to collect suggestions from African-American mom and dad on a number of matters bearing on their kid's education studies. the implications, mentioned during this e-book, can be used to enhance the tutoring studies of African-American youngsters nationwide.The African-American parents/guardians who participated during this research have been organic mom and dad in two-parent houses, unmarried mom and dad, grandparents, foster mom and dad, and stepparents who have been rearing school-age teenagers. a few were deterred from finishing their very own formal schooling because of peer strain, temptation outdoor of faculty, or demanding situations. Others had confident education reports and sturdy childhoods. whatever the changes of their heritage stories, nearly all of those mom and dad or guardians have been single-minded approximately in need of a greater lifestyles for his or her teenagers, believing sturdy K-12 schooling and faculty schooling have been an important to their kid's development. And whereas such a lot believed resolutely within the desire provided by means of the general public university method, they well-known that colleges could not do it all.African-American mom and dad and guardians are keen to paintings with academics and directors to make sure that their youngsters obtain a high quality schooling. but if the historical fulfillment hole is ever to be eliminated, lecturers, directors, researchers, and policymakers needs to be extra keen to view African-American parents/guardians as resources. African-American parents/guardians needs to be invited to verbalize their issues, and people issues has to be taken heavily to impact significant and lasting switch within the public university process.
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Thompson designed an empirical research to assemble suggestions from African-American mom and dad on various concerns referring to their kid's education reviews. the consequences, mentioned during this e-book, can be used to enhance the tutoring reviews of African-American young ones national. The African-American parents/guardians who participated during this learn have been organic mom and dad in two-parent houses, unmarried mom and dad, grandparents, foster mom and dad, and stepparents who have been rearing school-age kids.
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Additional info for What African American Parents Want Educators to Know
In another study, The Nation’s Report Card: Fourth Grade Reading Highlights, the National Center for Education Statistics (2000) described correlations between reading achievement and home and school factors. The researchers found that the number of pages that fourth graders read daily during school and at home was associated with reading achievement. Fourth graders who read eleven or more pages daily had higher scores than those who read fewer pages. Time spent on homework was also correlated to reading achievement.
Parents/guardians who gave themselves an excellent or good rating were unlikely to say that their children had problems with math. Academic Problems 17 Nine other variables were positively correlated to math problems. Parents’/ guardians’ gender was associated, in that female respondents were more likely than males to state that their children had a problem with math. Homework problems were also correlated to math problems, as were poor grades. Problems with three academic subjects—history, science, and social studies—were also linked to math problems.
Of the variables that were positively associated with reading rate, poor grades had the strongest correlation to reading rate. In other words, the parents/guardians of slow readers were also likely to have children who had poor grades. Parents/ guardians of slow readers also tended to have children who struggled with comprehension, spelling, writing, pronunciation, grammar, and homework. These parents/guardians also were more likely to have children who had problems with social studies, science, and history.