A Study of Reporting Methods in the Penfield Central School District Number One

Reporting students’ progress to their parents/guardians can be more complicated than it would first appear. In this paper, the researcher evaluates reporting methods in an upstate New York school district during the 1959-1960 academic year. It focuses on teachers’ need to communicate more information to parents than merely their child’s grades. The researcher presents a list of markers for effective teacher-parent communication, and includes a guide for reporting to parents. The paper includes a history of the town of Penfield and its school district. The researcher concludes that the school district is conforming to contemporary best-practices for parent-teacher communication. Appendices include student evaluation forms and descriptions of study programs.

Author dc:creator

• Walsh, Robert J.

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/20.500.12648/6008

OAI identifier oai:identifier

oai:soar.suny.edu:20.500.12648/6008