The high school population is predominantly white (69%), with somewhat fewer students of color (African American: 9%; Asian: 8%; Hispanic: 10%; Multi-Race, Non-Hispanic: 4%). Compared to these demographics of students, respondents were somewhat more likely to be white (73%) or multiracial (9%), and somewhat less likely to be African American (4%), Hispanic (9%), Asian (5%). There were 1,201 students in the high school, and 284 parents completed the survey (parents with more than one child in the school were asked to only complete one survey reflecting their oldest child’s experience).
Core Learning
Of those who responded, a clear majority (75% or above in virtually all cases) felt that they knew the course expectations, that their child was prepared to meet the course expectations, that there was adequate support available to their child, that their child has made some or significant progress over the past year, that their child receives meaningful homework, and that report cards accurately reflected their child’s progress across each of the five major academic disciplines (English, math, science, social studies, world language). A somewhat smaller number of parents felt that their child received helpful feedback on assignments (between 50 and 68% -- except for 77% in 9th grade social studies) and felt regularly informed of their child’s progress (42 to 67%) in the core disciplines.
Of those who responded, the majority of parents (49 to 70%) felt that the level of challenge and expectations for their child’s learning was adequate across all five of the core academic disciplines. However, there were substantially differences in responses to different disciplines. Fewer parents reported expectations were somewhat low or much too low in social studies (8%), science (10.25%), or math (10.75%), than in English (20.5%) or world language (17.25%). In contrast, more parents reported that expectations were somewhat high or much too high in social studies (34.25%), math (27.5%), and science (26.75%) than in English (15.75%) and world language (21%).
Of those who responded, forty-one percent of parents reported that their child spends more than 2 hours a night on homework, with sizable portions also reporting their child spends 1 to 2 hours (35.5%) or 30 minutes to 1 hour (30.5%), and very few parents (9%) reporting their child spends less than 30 minutes a night on homework.
Safety
Of those who responded, 87% felt their child feels safe at school, and 90% reported having no areas of concern in terms of safety. However, only 6% reported that concerns about safety were not addressed in a timely manner. Almost half (49%) felt their child was adequately supported on emotional and/or social issues.
Climate
Of those who responded, a clear majority report their child has a strong, positive relationship with at least one adult in the building (85%), their child is positive about his/her experience in the high school (77%), their child’s teachers are welcoming when they come to school or call (75%), that the office staff is welcoming when they come to school or call (79%). A somewhat smaller majority, and that the school staff respects cultural/ethnic/gender differences (63%).
Communication
A clear majority of parents feel that the school’s discipline policy is clear to them (76%), the school provides information about upcoming events (88%), they know how to get the answers to their questions about the school (79%), the school offers them opportunities to be involved in committees (Family-School Partnership, School Council, etc.; 80%), and the school offers them opportunities to be involved in school activities (69%). However, only 50% feel welcome to volunteer at the school, and only 37% believe they receive enough support to be an effective volunteer.
Summary
These responses point to many areas of strength. Most parents (75% or more) report feeling:
- they knew the course expectations
- their child was prepared to meet the course expectations
- there was adequate support available to their child
- their child has made some or significant progress over the past year
- their child receives meaningful homework
- report cards accurately reflected their child’s progress
- their child feels safe at school
- they have no areas of concern in terms of safety
- their child has a strong, positive relationship with at least one adult in the building
- their child is positive about his/her experience in the high school
- their child’s teachers are welcoming when they come to school or call
- the office staff is welcoming when they come to school or call
- the school’s discipline policy is clear to them
- the school provides information about upcoming events
- they know how to get the answers to their questions about the school
the school offers them opportunities to be involved in committees (Family-School Partnership, School Council, etc.).
In terms of areas for improvement, only some parents (37 to 68%) felt:
- their child received helpful feedback on assignments
- they are regularly informed of their child’s progress
- their child was adequately supported on emotional and/or social issues
- the school staff respects cultural/ethnic/gender differences
- the school offers them opportunities to be involved in school activities
- welcome to volunteer at the school
- they receive enough support to be an effective volunteer.
Finally, a minority of parents feel expectations are somewhat low or much too low in some disciplines (English or world language) and somewhat high or much too high in other disciplines (social studies, math, and science).
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