This qualitative study explored middle school parents’ perceptions of school-family-community partnerships and their influence on reclassifying long-term English learners (LTELs). LTELs often face limited access to the full curriculum, increasing risks of dropout and reduced college-prep opportunities. The California Department of Education (2023a) reported that English learners graduate at significantly lower rates than non-EL peers. While parent involvement is widely linked to academic success (Heymann & Earle, 2000; London, 2018; Norris, 2018; Panferov, 2019; Walker, 2012; Wei & Zhou, 2012), little research has addressed LTELs in middle school, particularly regarding reclassification. To address this gap, the researcher conducted semi-structured Zoom interviews with parents of LTELs and reclassified students, supplemented by demographic questionnaires. Data were collected through digital recordings and copious notes, then analyzed using thematic analysis and two coding cycles. Findings revealed three key themes: (a) Valuation of Reclassification—parents viewed reclassification as essential for academic success; (b) Knowledge Gap—many parents lacked understanding of the reclassification process despite valuing its importance; and (c) Experience with School Support—parents reported inconsistent communication and support from schools. These results highlighted the need for clearer communication and stronger school-family partnerships to promote LTEL reclassification and improve educational outcomes.
","abstract_html":"<p>This qualitative study explored middle school parents’ perceptions of school-family-community partnerships and their influence on reclassifying long-term English learners (LTELs). LTELs often face limited access to the full curriculum, increasing risks of dropout and reduced college-prep opportunities. The California Department of Education (2023a) reported that English learners graduate at significantly lower rates than non-EL peers. While parent involvement is widely linked to academic success (Heymann & Earle, 2000; London, 2018; Norris, 2018; Panferov, 2019; Walker, 2012; Wei & Zhou, 2012), little research has addressed LTELs in middle school, particularly regarding reclassification. To address this gap, the researcher conducted semi-structured Zoom interviews with parents of LTELs and reclassified students, supplemented by demographic questionnaires. Data were collected through digital recordings and copious notes, then analyzed using thematic analysis and two coding cycles. Findings revealed three key themes: (a) Valuation of Reclassification—parents viewed reclassification as essential for academic success; (b) Knowledge Gap—many parents lacked understanding of the reclassification process despite valuing its importance; and (c) Experience with School Support—parents reported inconsistent communication and support from schools. These results highlighted the need for clearer communication and stronger school-family partnerships to promote LTEL reclassification and improve educational outcomes.</p>","abstract_has_math":false,"creators":["Galván, Luis Enrique"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Fernando Rodriguez-Valls"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-01-01T08:00:00Z","date_published":"2026-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:17Z","subjects":["English Learners","Long-term English learners","Reclassification","Reclassified Fluent English Proficient","School-Family-Community Partnership Model","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/1100","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Fernando Rodriguez-Valls"]},{"key":"dc:creator","label":"Author","values":["Galván, Luis Enrique"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-06-14T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English Learners","Long-term English learners","Reclassification","Reclassified Fluent English Proficient","School-Family-Community Partnership Model","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/1100"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study explored middle school parents’ perceptions of school-family-community partnerships and their influence on reclassifying long-term English learners (LTELs). LTELs often face limited access to the full curriculum, increasing risks of dropout and reduced college-prep opportunities. The California Department of Education (2023a) reported that English learners graduate at significantly lower rates than non-EL peers. While parent involvement is widely linked to academic success (Heymann & Earle, 2000; London, 2018; Norris, 2018; Panferov, 2019; Walker, 2012; Wei & Zhou, 2012), little research has addressed LTELs in middle school, particularly regarding reclassification. To address this gap, the researcher conducted semi-structured Zoom interviews with parents of LTELs and reclassified students, supplemented by demographic questionnaires. Data were collected through digital recordings and copious notes, then analyzed using thematic analysis and two coding cycles. Findings revealed three key themes: (a) Valuation of Reclassification—parents viewed reclassification as essential for academic success; (b) Knowledge Gap—many parents lacked understanding of the reclassification process despite valuing its importance; and (c) Experience with School Support—parents reported inconsistent communication and support from schools. These results highlighted the need for clearer communication and stronger school-family partnerships to promote LTEL reclassification and improve educational outcomes.
"]},{"key":"dc:title","label":"Title","values":["Exploring the School-Family-Community Partnership: How Do Parents Perceive Its Influence on the Reclassification of Long-Term English Learners in Middle School?"]}]}],"canonical_facts":{"dc:contributor":["Fernando Rodriguez-Valls"],"dc:creator":["Galván, Luis Enrique"],"dc:date.available":["2026-06-14T07:00:00Z"],"dc:description.abstract":["This qualitative study explored middle school parents’ perceptions of school-family-community partnerships and their influence on reclassifying long-term English learners (LTELs). LTELs often face limited access to the full curriculum, increasing risks of dropout and reduced college-prep opportunities. The California Department of Education (2023a) reported that English learners graduate at significantly lower rates than non-EL peers. While parent involvement is widely linked to academic success (Heymann & Earle, 2000; London, 2018; Norris, 2018; Panferov, 2019; Walker, 2012; Wei & Zhou, 2012), little research has addressed LTELs in middle school, particularly regarding reclassification. To address this gap, the researcher conducted semi-structured Zoom interviews with parents of LTELs and reclassified students, supplemented by demographic questionnaires. Data were collected through digital recordings and copious notes, then analyzed using thematic analysis and two coding cycles. Findings revealed three key themes: (a) Valuation of Reclassification—parents viewed reclassification as essential for academic success; (b) Knowledge Gap—many parents lacked understanding of the reclassification process despite valuing its importance; and (c) Experience with School Support—parents reported inconsistent communication and support from schools. These results highlighted the need for clearer communication and stronger school-family partnerships to promote LTEL reclassification and improve educational outcomes.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/1100"],"dc:subject":["English Learners","Long-term English learners","Reclassification","Reclassified Fluent English Proficient","School-Family-Community Partnership Model","Education"],"dc:title":["Exploring the School-Family-Community Partnership: How Do Parents Perceive Its Influence on the Reclassification of Long-Term English Learners in Middle School?"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:41:17Z"}