Exploring the School-Family-Community Partnership: How Do Parents Perceive Its Influence on the Reclassification of Long-Term English Learners in Middle School?

<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>

Name thesis:degree_name

Education, PhD

Level thesis:degree_level

Open Access Dissertation

Discipline thesis:degree_discipline

School of Educational Studies

Year dc:date.available

2026

Author dc:creator

• Galván, Luis Enrique

Contributors dc:contributor

• Fernando Rodriguez-Valls

• English Learners
• Long-term English learners
• Reclassification
• Reclassified Fluent English Proficient
• School-Family-Community Partnership Model
• Education

Repository record dc:identifier

https://scholarship.claremont.edu/cgu_etd/1100

OAI identifier oai:identifier

oai:scholarship.claremont.edu:cgu_etd-2122