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Home-School Relations pp 37–54Cite as

The Challenge of Family Engagement Policy Implementation: A Case Study of Title I School–Family Compacts in the USA

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Abstract

Using critical discourse analysis , this chapter highlights how policies, and the way they are framed using particular language , can create and reinforce the very forms of parent involvement they seek to discourage. The chapter focuses on Title I schools in the USA and highlights parents ’ lack of agency as well as the absence of student voice when it comes to decision-making in schools about curriculum and learning in different contexts.

A prior version of this chapter was published in the School Community Journal. Evans, M.P. & Radina, R. (2014). Great expectations? A critical discourse analysis of title I school parent compacts. School Community Journal. 24(4), 107–126. This updated chapter is presented with the permission of the editors of the SCJ.

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Author information

Authors and Affiliations

  1. Miami University, Oxford, USA

    Michael P. Evans

Authors
  1. Michael P. Evans
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Corresponding author

Correspondence to Michael P. Evans .

Editor information

Editors and Affiliations

  1. Werklund School of Education, University of Calgary, Calgary, Alberta, Canada

    Yan Guo

Appendices

Appendix 1. Percentage of Compacts Including the Codes “Give Care” (to help, support, or assist)

Code

Total % of compacts N = 175

Elementary school N = 120

Middle school N = 18

High school N = 37

Caucasian N = 134

Black N = 25

Hispanic N = 11

Parents to teachers (%)

94.86

94.17

100

94.59

94.78

96

90.91

Parents to students (%)

90.86

90.83

94.44

89.19

90.30

96

81.82

Students to parents

0

0

0

0

0

0

0

Students to teachers (%)

21.14

19.17

22.22

27.03

23.88

12

18.8

Teachers to parents (family) (%)

65.71

63.33

61.11

75.68

65.67

56

90.91

Teachers to students (%)

77.71

79.17

88.89

67.57

76.87

72

90.91

Appendix 2. Percentage of Compacts Including the Codes “Give To” (to impart, inform, bestow, or allow)

Code

Total % of compacts containing codes

Elementary school N = 120

Middle school N = 18

High school N = 37

Caucasian N = 134

Black N = 25

Hispanic N = 11

Parents to teachers (%)

5.71

1.6

11.11

16.22

5.22

8

9.09

Parents to students (%)

89.14

89.17

94.44

86.49

88.81

96

72.73

Students to teachers

0

0

0

0

0

0

0

Students to parents

0

0

0

0

0

0

0

Teachers to parents (family) (%)

76

74.17

77.78

81.08

75.37

80

72.73

Teachers (%)

65.14

61.67

77.78

70.27

64.18

68

72.73

Appendix 3. Percentage of Compacts Including the Codes “Give In” (to obey, defer, or submit)

Code

Total % of compacts N = 175 (%)

Elementary school N = 120 (%)

Middle school N = 18 (%)

High school N = 37 (%)

Caucasian N = 134 (%)

Black N = 25 (%)

Hispanic N = 11 (%)

Students to teachers

81.14

80.00

100

75.68

80.60

76

90.91

Students to parents

53.72

52.5

61.11

54.04

50.75

68

54.55

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Evans, M.P. (2018). The Challenge of Family Engagement Policy Implementation: A Case Study of Title I School–Family Compacts in the USA. In: Guo, Y. (eds) Home-School Relations. Springer, Singapore. https://doi.org/10.1007/978-981-13-0324-1_3

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