School of Education


Doctor of Education in Educational Leadership (EdD)


Jeffrey Savage


English Language Learner, Grade Point Average, Parent-Teacher Contact, Parental Involvement, Parent-Teacher Relationship, Parent Endorsement, School Involvement


Educational Leadership


Parental involvement has consistently been associated with a child’s academic performance. However, much less is known about the effects of parental involvement of Hispanic English language learners (ELLs) in high schools. This study addressed parental involvement of Hispanic ELLs in the high school setting where there is currently very little research. The purpose was to test the theory of overlapping spheres as it relates parental involvement to high school grade point average (GPA) of Hispanic ELLs. The research design for this study was a non-experimental, correlational design. The participants of this study were a convenience sample of parents of Hispanic ELLs from five high schools located in central North Carolina. Parents completed the Parent-Teacher Involvement Questionnaire (PTIQ) and student GPAs were calculated at the end of the spring semester. A multiple regression analysis was used to analyze the predictive level of each sub-scale of the PTIQ on GPA. The linear combination of predictor variables were found to be significantly related to high school GPA. Frequency of parent-teacher contact, school involvement (volunteering), and parent endorsement were also significant predictors of GPA. Day & Dotterer (2018) also found that among Hispanic adolescents, parents should use a combination of parental involvement strategies to include academic socialization, home-based involvement, and school-based involvement as it was linked to higher GPAs. Recommendations for further research include using a different instrument, using multiple reports, and combining quantitative and qualitative research, and then replicating this study in additional school districts across the United States.