By Natasha Quesada
This issue of NASET’s Practical Teacher was written by Natasha Quesada. Parental involvement is considered to be one of the strongest predictors of student achievement and success. Culturally and linguistically diverse families, specifically, those of English learners (ELs) are perceived to have low parental involvement in school and subsequently, ELs demonstrate lower academic achievement compared to English proficient students. This literature review seeks to find implications for schools and teachers to increase parental involvement by clarifying misconceptions, reducing barriers, and creating a productive collaboration between schools and families.
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