Student-Led Conferences and Minority Student Achievement

Although a large number of studies conducted by researchers such as Baker ("The Challenges of Parental Involvement Research," 2009), Baumgardner ("Parenting and Parental Involvement," 2011), Bouffard and Stephen, ("Promoting Family Involvement", 2007), Cotton and Wikelund, ("Parent Involvement in Education," 2001), Desforges and Abouchaar, ("The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A Literature Review" 2003), Jeynes, ("The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis" 2007), and numerous others, have been conducted on parental involvement and student achievement
             A few scholarly studies focus on parental involvement and the impact student-led conferences have on student achievement primarily focusing on rural communities. "Over 30% of U.S. schools are in rural communities, yet less than 6% of research conducted in schools includes rural schools" (Hardré, Sullivan, & Crowson, 2009). Districts in both large and small communities have continued to struggle with student achievement where students are identified as minorities or students from low socioeconomic environments.
             According to United States law, children from every community have the right to a quality education and success regardless of their ethnicity or socioeconomic status. It is important for educators, school districts, and parents to work together the help students succeed. Adolescents need relationships with adults they can trust, who will support them allowing them to be more successful (Bouffard and Stephen, 2007). Based on literature review, rural communities experience issues with parental involvement and student achievement just as those in urban communities. Children growing up in impoverished homes or environments have different experiences than those who are not living in these conditions.