School and Parent Interaction by Household Language and Poverty Status: 2002-03

This Issue Brief describes school-to-home communication practices and opportunities for parent involvement at school as reported by parents of U.S. school-age students from primarily English- and Spanish-speaking households during the 2002-2003 school year. Some findings indicate that there are differences in school communication practices and opportunities for parent involvement between English-speaking and Spanish-speaking households. A greater percentage of students in English-speaking households than in Spanish-speaking households had parents who reported receiving personal notes or e-mails about the student; receiving newsletters, memos, or notices addressed to all parents; opportunities to attend school events; and chances to volunteer. Differences were still apparent after taking poverty status into account. Poor students from English-speaking households were less likely to have parents who reported receiving newsletters, memos, or notices addressed to all parents than students from non-poor English-speaking households. There were no measurable differences across poverty levels for Spanish-speaking households.