The Correlation Between the Parent and Guardian Buy-in for Supporting Academics in Low-Income or Poverty Level Homes (Socioeconomically Disadvantaged Students) and School

This study investigates a problem existent in schools today, which is a deficiency of parent and guardian participation in student academics. There is a gap developing between school and home that is relatively affecting student performance in schools across the nation, and a means to bridge that distance has not been consistently resolved. Schools are seeing less participation from parents in academic support at home and a decrease in involvement at school. Additionally, behavior issues are increasing, and less learning is taking place. Therefore, this study aims to investigate a means to effectively close the gap between home and school by using a mixed method to research the questions: “What is the correlation between parent and guardian buy-in for supporting academics in low-income or poverty level homes (Socioeconomically Disadvantaged Students) and school?” and “What events or activities are best for creating a connection between home and school?” Through the analysis of data such as CAASPP results, IC school attendance records, teacher surveys, parent/guardian surveys, Title I surveys, and School Climate surveys, this study intends to correlate the information for the purpose of discovering a common reason for Socioeconomically disadvantaged parental “buy-in” in order to bridge the divide between home and school.