Abstract
The study identified parental involvement activities that significantly influenced the reading achievement of the African American male learner. Teachers and administrators were surveyed using an instrument adapted from Epstein's School, Family, and Community Partnership Survey, The Virginia Standards of Learning reading and language arts assessments provided data for reading achievement of fourth-grade African American males. Significant differences were found between principals and teachers in their ratings of Teacher Reports of Total School Program to Involve Families. A correlation was found between teacher estimates of parents' involvement and the mean SOL English score for African American male fourth-grade students.
Recommended Citation
Bradley, Faye C.
(2023)
"Practical Strategies for School Leaders to Improve African American Males’ Reading Achievement,"
Journal of Research Initiatives: Vol. 7:
Iss.
3, Article 5.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol7/iss3/5
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