Anticipated Parent Involvement in a Hybrid School: Does Parent Self-Indicated Predicted Time Commitment Relate to Student Achievement?
| dc.contributor.committeeChair | Wiseman, Alexander W. | |
| dc.contributor.committeeMember | Gottlieb, Jessica | |
| dc.contributor.committeeMember | Stevens, Tara | |
| dc.creator | Sanders, Lynn D. | |
| dc.date.accessioned | 2024-01-03T15:26:22Z | |
| dc.date.available | 2024-01-03T15:26:22Z | |
| dc.date.issued | 2023-12 | |
| dc.description.abstract | The variety of educational options in the United States provides families with an important decision to make regarding schooling each year. Private schools, home schooling, public school, online school, and charter schools have traditionally been at the forefront of a school choice discussion. New to this scene is the hybrid school option. Hybrid schools typically combine two or three days on campus in a traditional school setting with the remaining days at home completing teacher-planned assignments. Since parent involvement is such an extensive component in this model, the hybrid school admissions process has the option of including questions related to parent commitment on the new student application. This correlational design research study examines the relationship between parent self-reported commitment to the hybrid model and student achievement through first quarter grades in Math, Reading, and Science at a K-12 private, hybrid school. Three hierarchical regressions were used to examine the self-reported commitment level of 207 applicants utilizing the independent variables of grade level, student gender, parent highest level of education, and date of application in the first model and adding the key variable of the parent self-predicted commitment in the second model. An analysis of the results, including an examination in the differences in R2 values yield statistical significance in Math and Science with no statistical significance in Reading. The surprising findings may be a result of skewed and limited data. Regardless, important policy considerations and future study possibilities can be considered. | |
| dc.format.mimetype | Application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/2346/97281 | |
| dc.language.iso | en | |
| dc.rights.availability | Access is not restricted. | |
| dc.subject | Hybrid School | |
| dc.subject | Hierarchical Regression | |
| dc.subject | Student Academic Achievement | |
| dc.subject | Parent Involvement | |
| dc.subject | Hybrid School Admissions | |
| dc.title | Anticipated Parent Involvement in a Hybrid School: Does Parent Self-Indicated Predicted Time Commitment Relate to Student Achievement? | |
| dc.type | Dissertation | |
| thesis.degree.department | Educational Psychology, Leadership, and Counseling | |
| thesis.degree.discipline | Educational Leadership | |
| thesis.degree.grantor | Texas Tech University | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy |