Description

The Collaborative Parent Involvement Scale (CPIS) is an assessment tool designed to evaluate the level and quality of parent involvement in educational settings. This scale measures how effectively parents collaborate with schools and educators to support their children’s educational experiences. It focuses on aspects such as communication, participation in school activities, and collaborative decision-making.

Data Analysis and Usage

The analysis of data from the CPIS involves:
Data Collection: Administering the scale to parents, teachers, or both, and gathering responses on various aspects of parental involvement.
Scoring: Calculating scores based on responses to assess different dimensions of parent involvement, such as engagement level and quality of collaboration.
Interpretation: Analyzing scores to understand the extent and nature of parental involvement and its impact on the educational environment.
Application: Using the results to develop strategies for enhancing parent-school collaboration, improving parental engagement, and addressing barriers to involvement.

Objectives

The main objectives of the Collaborative Parent Involvement Scale (CPIS) are:
Assessment of Parental Involvement: To evaluate the degree and effectiveness of parent involvement in the educational process.
Improvement of Collaboration: To identify areas where parent-school collaboration can be enhanced and to promote more effective partnership strategies.
Development of Interventions: To design and implement interventions aimed at increasing parental engagement and support for their children’s education.

Calibration

The calibration of the Collaborative Parent Involvement Scale (CPIS) includes:
Scoring: Each item is scored based on the level of involvement and effectiveness of collaboration reported by parents or teachers.
Statistical Analysis: Conducting statistical analyses to ensure the reliability and validity of the scale, and to compare scores with normative data or benchmarks.
Normative Data: Comparing individual scores with normative data to assess the level of parent involvement relative to typical patterns observed in other educational settings.

Bibliography

Epstein, J. L. (2001). School, Family, and Community Partnerships: Preparing Educators and Improving Schools.
Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement.
Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education?.
Powell, D. R., & Diamond, K. E. (2013). Parent Involvement in Early Childhood Education.
Chrispeels, J. H., & Rivero, V. (2001). Engaging Latino Families in Schools: A Research-Based Approach.