Date of Award

Fall 2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Melessa Widener

Abstract

Parent engagement declines when students are in middle school. A Title I school implemented a group text team approach to improve authentic dialogue among school staff and families and included the student as an active participant in the equation. Strategically scheduled between progress reports and report cards, students were responsible for taking a picture of their current grades and sending it in a group text to their parents, teachers, and administrators. The administrator responded to the group text with the current newsletter to keep all stakeholders informed. There was a significant improvement in satisfaction of parent engagement by participants who implemented the group text team approach. Student accountability, performance, and behavior were all affected by the study conditions. The preferred mode of communication and ideal frequency of home/school communication were addressed. The group text team approach positively affected parent engagement.

Comments

There was not a middle school option for subject categories or subcategories so I chose secondary education

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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