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Abstract
The purpose of this dissertation was to study the role of the parent as a stakeholder in educational improvement, the need for parental involvement, and current legislation mandating the participation of parents in Georgia public schools. This study investigated the following research questions: 1. What does current literature say about parental involvement in schools? 2. What Georgia legislation has mandated parental involvement? 3. How do Georgia laws align with identified areas of effective parental involvement? The following findings were based on an analysis of evidence obtained from the review of relevant literature, legislation of selected states, and current Georgia law through 2002. 1. The nature of parental involvement in American education has historically changed with societal changes. 2. Parents are vital stakeholders in democratic schools. 3. The No Child Left Behind Act of 2001 required increased parental involvement in public schools. 4. According to the literature, there are six areas of effective parental involvement: basic obligations; school to home communications; volunteering; learning at home; decision-making, governance, and advocacy; and collaboration. 5. Parental involvement defined as negative can have an anti-democratic effect in education. 6. Positive parental involvement has shown to effect academic achievement, grades, school completion, and support for schools. 7. A structured parental involvement program is beneficial to the operation of schools and parent support. Georgia has not mandated a structured parental involvement program like other states. In contrast, California, Massachusetts, Minnesota, and South Carolina have comprehensive legislation that addresses formalized parental involvement in schools that include designated personnel, funding, planning, implementation, evaluation and rewards. 8. Georgia laws have: mandated actions required of schools to involve parents mandated involvement of parents in the education of their children mandated actions required of parents in schools addressed the need for parental involvement in schools addressed identified areas of effective parental involvement: basic obligations, school-to-home communication, decision-making/ governance/advocacy, and collaboration with community agencies not addressed the areas of parent volunteering at school and parental involvement in learning activities at home not been written in a structured manner