This applied dissertation investigated whether there was a significant difference in behavioral and attendance outcomes among African American and Hispanic middle school students with disabilities, depending on parental attendance at Individualized Education Program (IEP) meetings. The study was grounded in Hoover-Dempsey and Sandler’s parent involvement theory. This quantitative study used archival data from a southeastern U.S. middle school to examine whether variations in parental participation corresponded with students' disciplinary incidents and school absences. The study included 96 students in grades 6–8 whose IEP attendance, behavior referrals, and absence data were analyzed. Independent samples t-tests were conducted to determine if statistically significant differences existed between students whose parents attended IEP meetings versus those whose parents did not. Although the results revealed no statistically significant differences across all four research questions, African American students whose parents attended IEP meetings demonstrated slightly fewer behavioral incidents. Their absenteeism rate was also lower. Hispanic students showed minimal variation regardless of parental attendance. While parental attendance at IEP meetings did not result in statistically measurable changes in student outcomes, the findings highlight the importance of more meaningful engagement. Beyond simply being present, the depth and quality of parental involvement may play a critical role in addressing disparities in special education. This study highlighted the limitations of procedural participation and the need for culturally responsive, collaborative partnerships between families and schools. Recommendations for future research, educational practice, and policy are provided.
| Date of Award | Jan 1 2025 |
|---|
| Original language | English |
|---|
| Supervisor | Peter Ross (Supervisor), Hardwick Johnson (Advisor) & Kimberly Durham (Advisor) |
|---|