The Packed Lunch Project: Parent Survey

The Packed Lunch Project revolves around parents’ preference for providing packed lunches for their children in primary schools. Our study aims to gain an insight into parents' viewpoints in order to inform our knowledge and understanding of this key aspect of child nutrition. As part of this study we designed an online survey; the data collected is summarised in this report

Parent Survey 2022

In late 2021, the Office for Education Policy at the University of Arkansas administered a survey about education topics to a representative sample of 500 Arkansas parents of school-aged children. The students of these parents attended traditional public schools (66%), public charter schools (10%), public magnet schools (4%), and private schools (7%). Eleven percent of parents reported that their child was homeschooled, and 2% reported that their child attended school through a virtual platform

Arkansas Parent Survey 2022

The Office for Education Policy at the University of Arkansas administered a survey on education topics to a representative sample of 500 Arkansas parents of school-aged children in late 2021 and addressed a variety of education-related topics

Thriving Neighbors Community Assessment: Member & Parent Survey Analysis

The main purpose of this research is to assess the community in the Washington neighborhood in San Jose and further understand the people living there. This survey is a result of the partnership between Santa Clara University’s Thriving Neighbors Initiative, a partnership with the university and nonprofit organizations in the neighborhood. The programs associated with the initiative focus on enhancing educational opportunities and pathways to prosperity in the Washington neighborhood. Santa Clara University has been working in the community for over thirty years and asked Laura Nichols and her Sociology students to help with the administration of aa survey (modeled on the federal Promise Neighbors research), analyze the data, and give feedback on the results. Surveys were administered at Washington Elementary School and Sacred Heart Community Services in the span of a few weeks. The quantitative survey was separated into three sections that asked questions about neighborhood, children, and personal wellness for each respondent. This report provides analysis of the 223 surveys collected during February 2016. Demographics of the respondents were analyzed to have a fuller picture of who took the community assessment survey. Ninety-three percent of respondents took the survey in Spanish and 67% of the respondents were Mexican or Mexican American. The survey respondents were primarily female (90%) and the average age was 39. Only about 59% of the respondents were married and just under three quarters had a high school degree or less (72%). Finally demographic information showed that about a quarter of the respondents had a household income of $5,000 less to sustain them and their family for a whole year, with about 74$30,000 or less a year. The results of the survey demonstrate that there are many thriving areas in the Washington community that are worthy of much praise, as well as problem areas that may need more focus by community members. Sections focusing on children\u27s health, education of students, and overall neighborhood health and safety shed light on many positive aspects of the Washington community. It is clear that parents pay a great deal of attention to their children\u27s health and schooling. Children eat fruits and vegetables regularly, exercise daily, and sleep about 8-9 hours a night. The majority of respondents believe it’s extremely important for their child to graduate from high school (87%) as well as continue their education thereafter (84%). In regards to neighborhood health and safety we see that the majority of respondents do not believe drugs, alcohol, or smoking is an issue for the Washington community. However larger issues are noted in regards to violence, clean air and streets, and general safety day and night in the neighborhood. It is clear that a greater focus on neighborhood safety would be beneficial to the Washington community. With the data regarding housing as well as open spaces and green parks we can see more inconsistencies within the neighborhood. Housing is clearly a growing problem for residents. Forty-one percent of respondents note that buildings are not maintained, coupled with 55% of respondents that believe lead, cockroaches, and other health concerns are a problem for Washington buildings. Twenty-eight percent of respondents noted that they earn less than $5,000 a year to support their family, yet rent prices average between$1,150-1,350 per month in the community. Additionally, parks in the Washington community are a source of confusion for many residents. A range of answers were given regarding park safety, maintenance, and enjoyment. Continued research will need to be done on this subject to ensure the parks can be used to their fullest advantage for community members

The development of a school psychology relevant parent survey

The special education process typically involves the school psychologist, parents, and other members of the school staff. Prior to the first meeting, school psychologists know very little about the parents coming to the table. In order to better understand the style in which parents operate, a brief survey tool was created. Using Baumrind’s three parenting style prototypes and input from school psychologists, 55 items were created and 3 new groups of parent behavior were proposed: warmth, flexibility, and involvement. Nine school psychologists from a school district in Central Virginia vetted the questions based on their usefulness and group they related to. Out of the initial 55 items, 6 items were chosen for the final survey form, two items for each group. Parents were then asked to fill out the final survey form before a meeting with a school psychologist. The school psychologist was then instructed to provide open-ended responses of their perceptions of the parent after the meeting. The parent self-reported ratings were compared to the school psychologists’ responses using a thematic analysis process. Themes between responses were identified, but no validity was established for any of the three groups. Specifically, the survey form was not able to accurately identify high, moderate, or low levels of warmth, flexibility, and involvement within a parent

Do Students Who Have Greater Parental Involvement Perform Better Academically Than Students With Less Parental Involvement?

Parental involvement is a significant factor in increasing student achievement. The participants were twenty-one first grade students during the 2006-2007 school term at a Title I school located in middle Georgia. A parent survey using a Likert-type scale was used to measure parental involvement within the home setting. Student performance was measured by using the scores from graded homework as well as the results of reading, math, and sight word pretests and post tests. There was a moderate positive correlation between the results of the parent survey and the student performance scores. One hundred percent of the parents responded that they were involved with their children at home on the survey. This study found that increased involvement indeed makes a difference in a child’s academic performance

Reliability and validity of the Safe Routes to school parent and student surveys

Abstract Background The purpose of this study is to assess the reliability and validity of the U.S. National Center for Safe Routes to School's in-class student travel tallies and written parent surveys. Over 65,000 tallies and 374,000 parent surveys have been completed, but no published studies have examined their measurement properties. Methods Students and parents from two Charlotte, NC (USA) elementary schools participated. Tallies were conducted on two consecutive days using a hand-raising protocol; on day two students were also asked to recall the previous days' travel. The recall from day two was compared with day one to assess 24-hour test-retest reliability. Convergent validity was assessed by comparing parent-reports of students' travel mode with student-reports of travel mode. Two-week test-retest reliability of the parent survey was assessed by comparing within-parent responses. Reliability and validity were assessed using kappa statistics. Results A total of 542 students participated in the in-class student travel tally reliability assessment and 262 parent-student dyads participated in the validity assessment. Reliability was high for travel to and from school (kappa > 0.8); convergent validity was lower but still high (kappa > 0.75). There were no differences by student grade level. Two-week test-retest reliability of the parent survey (n = 112) ranged from moderate to very high for objective questions on travel mode and travel times (kappa range: 0.62 - 0.97) but was substantially lower for subjective assessments of barriers to walking to school (kappa range: 0.31 - 0.76). Conclusions The student in-class student travel tally exhibited high reliability and validity at all elementary grades. The parent survey had high reliability on questions related to student travel mode, but lower reliability for attitudinal questions identifying barriers to walking to school. Parent survey design should be improved so that responses clearly indicate issues that influence parental decision making in regards to their children's mode of travel to school

Program evaluation of Randolph School District's Title 1 Program: parent survey

Includes bibliographical references

The Effectiveness of Occupational Therapist Guided Remediation Through Handwriting Home Programs

Objective: The purpose of the study was to examine the effectiveness of an occupational therapist guided, parent-taught home handwriting instruction program for alphabet letter mastery and as a potential school system service delivery model. Methods: Sixteen teacher referred students participated in this two-group pre-test posttest design using the Test of Handwriting Skills-R and parent survey data to determine summer remediation program effectiveness. Results: Parent survey support correlated to statistically significant intervention group THS-R mean change standard scores in alphabet letter formation from pre-test (M = 89.57, SD = 12.12) to posttest (M =101.4, SD = 10.39), t = 6.175, p = .001 (two-tailed). Conclusion: There is preliminary support for home programs, team collaboration, and parent coaching as an alternative service delivery model for the improvement of handwriting