Abstract
Purpose. The purpose of this study was to determine if unified districts and high school districts in Riverside and San Bernardino Counties have adopted parent involvement policies and programs that meet the requirements of AB322, the nature of those programs, the processes used in developing the programs, and the results of the programs in increasing parent involvement at the high school level. Methodology. In this descriptive study, a survey of the principals of the comprehensive high schools in the two counties was conducted. A questionnaire designed by the researcher was utilized to collect data to answer six research questions. Frequencies, percentages, means, and standard deviation scores were determined, tabulated and then analyzed by comparing the statistics for each questionnaire item. Findings. (1) Of the five components of AB322, "opportunities for parents to serve in decision-making roles at school" was reported most often in place. (2) Strategies used most often were: activities held in the evenings, newsletters, early warning of low grades, positive notes home, early warning of attendance problems, early warning of behavior problems, and written materials sent home in languages other than English. (3) Most schools utilized a committee to guide their planning. (4) A needs assessment was often used to learn more about the languages spoken at home, types of households, parents' attitudes toward and interests in the school, and staff attitudes about parent involvement. (5) About half the schools had specific goals, objectives, activities, and an evaluation process, and a third identified resources for their programs. Conclusions and recommendations. AB322 is being only partially implemented. Parent involvement programs are predominantly "traditional". Some schools attempt to better understand their particular population and plan their parent involvement programs accordingly. Some aspects of strategic planning are used. Among the recommendations are: (1) high schools should view development of their parent involvement programs as "planned change"; (2) high schools should not rely on one type of activity for parent involvement; (3) parent education and opportunities for parents to network and to help each other should be provided; and, (4) staff members should examine the barriers that may be in the way of encouraging parents to be involved in the school.