Parental Contact and Its Relationship with English to Speakers of Other Languages (ESOL) Students' Attendance and Achievement
Bibliographic record
Abstract
This quantitative research study investigates the relationship between home-school communication and its connection with student attendance and the relationship between ESOL students' attendance and academic achievement, focusing specifically on ESOL students at Northend High School (pseudonym) in the Henry William's County Public Schools (HWCPS) (pseudonym), in the state of Maryland. From this focus, two research questions (RQs) emerged. The first is "What is the relationship between parental communication and ESOL students' attendance in ESOL English classes at NHS?" The second is "What is the relationship between ESOL students' attendance and achievement in their ESOL English classes at NHS?" To answer RQ 1, data on parental contact frequency and student attendance from quarter one to quarter four for the 2021-2022 school year in students' ESOL English classes were collected. To answer RQ 2, data on the number of absences of ESOL students in ESOL English classes and their quarterly grades in their ESOL English classes for the 2021-2022 school year were collected. The findings from previous research (Wilder, 2013; Benner et al., 2016; Rivera & Lavan, 2012; Day & Dotterer, 2018; Batalova et al., 2021; Roby, 2004; London et al., 2016) and the findings from the current research align. This study reveals that for RQ 1, the results are mixed. The relationship between parental contact and absenteeism in ESOL classes at NHS is strongest in quarters one and three and weakest in quarters two and four throughout the year. This study reveals that for RQ 2, student attendance is a significant variable when looking at student achievement.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".