Improving School Climate: Creating a Circle of Communication between Educators and Families

This study used an ethnographic approach to evaluate the impact of the South Dakota Head Start/Public School Transition Demonstration Project on school climate and parent involvement, focusing on the impact of family service coordinators. The demonstration group was composed of children and families...

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Bibliographic Details
Main Author Allen, Sharon M
Format Report
LanguageEnglish
Published 01.03.1997
Subjects
Comparative Analysis
Early Childhood Education
Educational Environment
Ethnography
Family School Relationship
Parent School Relationship
Parent Teacher Cooperation
Participant Observation
Program Evaluation
Project Head Start
Public Schools
South Dakota
Transitional Programs
South Dakota
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Summary:This study used an ethnographic approach to evaluate the impact of the South Dakota Head Start/Public School Transition Demonstration Project on school climate and parent involvement, focusing on the impact of family service coordinators. The demonstration group was composed of children and families who received comprehensive Head Start-like services in addition to educational services, and the comparison group consisted of children and families who received only educational services. Eight family service coordinators maintained routine contacts with families and schools and provided services directly to families or through referral to other agencies. Comprehensive services included health, parent involvement, social, and educational services related to transition from preschool to the public elementary school. Data were collected in the spring of each year since 1993 from 200 of the 425 children in 2 cohorts who have received services. Data were also collected through structured interviews and participant observation. Results suggested that the family service coordinators have been instrumental in creating a more open climate in demonstration schools. Parents have become more involved in their children's education, have improved interactions with school personnel, and have become more comfortable in the schools. Because the school climate has become more open, demonstration parents/caregivers have had more input into policy and school activity decisions than comparison parents/caregivers. (Contains about 66 references.) (KB)