Parental Involvement in Early Warning System Use In a Mid to Low-Poverty School

This study examines the effectiveness of an Early Warning System (EWS) originally designed for high-poverty schools and its potential impact on improving outcomes for students living in poverty but attending a mid to low-poverty school. The focus is on reducing the graduation rate disparity between economically disadvantaged students and their more affluent peers through intentional parental involvement. The research explores how structured communication between parents, teachers, and students, combined with tailored interventions in the EWS, can enhance student engagement and academic performance. Quantitative data, including attendance, behavior, and course performance, were analyzed before and after the intervention, while qualitative data from surveys and interviews provided insights into the experiences of parents, teachers, and students. Although quantitative changes in academic metrics were not statistically significant, the study found improvements in communication, collaboration, and parental engagement, indicating that the EWS had a positive impact on the educational process. The findings suggest that adapting an EWS to specific school contexts and focusing on parent-teacher collaboration can help address educational disparities in mid to low-poverty schools.