School and Parent Interaction by Household Language and Poverty Status: 2002-2003

Language minority parents may face a number of challenges when trying to communicate or become involved with their child's school. This Issue Brief, (NCES 2006-086), describes school-to-home communication practices and opportunities for parent involvement at school as reported by parents of U.S. school-age students from primarily English- and primarily Spanish-speaking households during the 2002–03 school year. Data are drawn from the Parent and Family Involvement in Education Survey of the 2003 National Household Education Surveys Program (NHES), which included English and Spanish language surveys of parents' perceptions of school communication practices and opportunities for parent involvement.