This report described the academic situation confronted by many minority group students in the United States, focusing largely upon the achievement deficits observed when African-American public school students are compared to Caucasian and Asian students. It argues that whereas it is important to ensure that curriculum and testing are appropriate for all students, it is equally important to determine what policies and programs will result in the enhancement of parental involvement in schools and in schooling. The discussion moves from a quantitative review of literature to a brief discussion of interviews conducted with an educator, an administrator in a public school, and a student that provide greater insight into questions regarding whether or not academic achievement differentials do exist when these groups are compared and/or best practices for overcoming these differentials. The report concludes with recommendations as to how schools can facilitate higher levels of parental involvement.
Introduction and Statement of Purpose
It has long been understood that the American public school system has not succeeded in providing truly equal educational opportunities for all students (Oakes, 2005). Most likely to be underserved or poorly served by this system are the children of the poor, members of minority groups, and students with special needs. Of particular interest to educational reformers are the achievement differentials observed when students from racial, ethnic, and linguistic minority groups are compared to middle class white students (Bowles & Gintis, 1976). A large body of research has supported the assertion that for a variety of reasons, American public school students belonging to minority groups are at risk for academic failure, dropout, lower achievement levels, and a host of other problems that are associated with later difficulties in maintaining employment or achieving social mobility (Sireci, DeLeon,...