About The Report
Study Scope
The purpose of this study is to illuminate the perspectives of African American parents and caregivers on pertinent education issues but also to compare perceptions to the previous parent study that was conducted in 2012. The study consists of a national sample of 500 low-to-moderate income African American parents and caregivers of school-aged children. In addition, a separate subset of parents was surveyed in the following six cities: Chicago, Indianapolis, Atlanta, Houston, Memphis and New Orleans.1 For purposes of this study, national-level results will be discussed, and some city-specific analysis is also included in the digging deeper sections. Some city-specific findings will be illuminated throughout the report.
Surveys were administered via landlines and cellphones in 2017 by Hart Research Associates.2It is important to note that while this study was conducted pre-COVID-19 pandemic, the findings are important and can inform important policy and community engagement decisions currently. Two focus groups, consisting of Black parents, were also facilitated in Atlanta and New Orleans. Descriptive statistics were examined, and logistic regression models were fitted to critically examine relationships between Black teacher representation and key school outcomes. For additional information on the study details and methodology, please see the Appendix below.
The following three areas are assessed in the study: Learning Environment, Attitudes About the Educational Landscape and Strategies to Improve Education.
- Learning Environment: What are Black parents’ college aspirations for their child? How do parents feel about their child’s school and personnel? How are parents engaged in shaping their child’s education? Do schools with more Black teachers make a difference for educational outcomes and perceptions of parents? Does their child’s school provide lesson plans that reflect issues of race and culture? Where do parents find information about college?
- Attitudes about the Educational Landscape: Do parents feel African American students are given equal opportunities to succeed in schools? What are the most important issues facing African American students? How do parents feel about leaders of color in education?
- Strategies to Improve Education: What tools are most helpful to parents as they navigate the educational landscape? What are parents’ solutions to address educational disparities?
Appendix
Logistic Regression Models
While the models below represent Black parents’ perceptions of teacher representation, suspensions, aspects of fairness and racial lesson plans at their child’s school, it is important to mention a key underlying argument and assumption of this paper: believe Black parents. Parents’ perceptions of the learning environment not only make a difference in outcomes, but their perceptions matter greatly in the education of their children. Moreover, as previously mentioned, Black parents are engaged and have a keen understanding of the learning environment of their children. Eighty-three percent of Black parents have interactions with their child’s teachers either daily, weekly or monthly, 63% review their child’s test scores and other grades to track progress and 51% attend PTA meetings monthly or every few months. Black parents are keenly aware of the educational environments of their children.
Dependent Variables
| VARIABLE | DESCRIPTION |
| Model 1: Black Parents’ Ratings of College Importance for Their Child | This is a dichotomous variable coded as follows: 1= college attendance is extremely, quite, or somewhat important; 0= not that important, not important at all |
| Model 2: Black Parents’ Ratings of Child Discipline | This is a dichotomous variable coded as follows: 1-child was suspended in last year, the year before, two or more years ago; 0= no suspensions |
| Model 3: Atlanta Black Parents’ Ratings of Schools’ Racial/ Social/Cultural Lesson Plans | This is a dichotomous variable coded as follows: Atlanta Black parents’ assessment of child’s school providing lesson plans that address racial, cultural and social issues 1= school does a very/fairly good job; 0= falling somewhat short, falling very short |
| Model 4: Indianapolis Black Parents’ Ratings of Schools’ Racial/ Social/Cultural Lesson Plans | This is a dichotomous variable coded as follows: Indianapolis Black parents’ assessment of child’s school providing lesson plans that address racial, cultural and social issues 1= school does a very/fairly good job; 0= falling somewhat short, falling very short |
| Model 5: Indianapolis Black Parents’ Ratings of School Treating All Races Fairly | This is a dichotomous variable coded as follows: Black parents in Indianapolis assessment of their child’s school treating all students fairly 1= school does a very/fairly good job; 0= falling somewhat short, falling very short |
The following independent variables are included in all of the five models.
| VARIABLE | DESCRIPTION |
| Black Teacher Representation | This is a dichotomous variable coded as follows: 1= most, many, about half African American teachers at child’s school; 0= just a few African American teachers, hardly any or no African American teachers at child’s school |
Control/Contextual Variables
| VARIABLE | DESCRIPTION |
| Parent Age | This variable is coded as follows: 1= 18-24, 2= 25-29, 3= 30-34, 4= 35-39, 5= 40-44, 6= 45-49, 7= 50-54, 8= 55-59, 9= 60-64, 10= 65-69, 11= 70-74, 12= 75 and over |
| Parent Income | This variable is coded as follows: 1= Less Than $20k, 2= $20,000-$29,999, 3= $30,000-$39,999, 4= $40,000-$49,999, 5= $50,000-$59,999 |
| Parent Education Level | This variable is coded as follows: 1= grade school, 2= some high school, 3= high school graduate, 4= some college, no degree, 5= vocational training/2-year college, 6= 4-year college/bachelor’s degree, 7= some postgraduate work, no degree, 8= 2 or 3 years postgraduate work/master’s degree, 9= doctoral/law degree |
| School Type | This variable is coded as follows: 1= most, many/about half Black students at child’s school, 0= just a few Black students, hardly any or no Black students |
| Black Student Representation | This variable is coded as follows: 1= most, many/about half Black students at child’s school, 0= just a few Black students, hardly any or no Black students |
Focus Groups
Two focus groups were conducted with Black parents of school-aged children in Atlanta and New Orleans in 2018. The focus group in Atlanta consisted of eight parents between the ages of 35 and 64. The focus group in New Orleans consisted of four Black parents between the ages of 30 and 64.
City Samples
In addition to the 500 parents in the national sample, we surveyed 1,200 low- to moderate- income Black parents in six different cities across the country. Cities were chosen based upon UNCF engagement and/or cities with high populations of African Americans. 200 Black parents in each of the following cities were surveyed: Chicago, Indianapolis, Atlanta, Houston, Memphis and New Orleans.
