The Impact of Targeted Family Communication on Student Engagement and
Learning Outcomes in Online Education

A Doctoral Capstone Project
Submitted to the School of Graduate Studies
Department of Education

In Partial Fulfillment of the
Requirements for the Degree of
Doctor of Education

Shawn David Lanious
PennWest University
July 2025

Doctoral Capstone Project Committee
Dr. Stephanie Williams- Faculty Capstone Committee Advisor
Dr. Jerald Barris- External Capstone Committee Member

Pennsylvania Western University
School of Graduate Studies and Research
Department of Education

We hereby approve the Capstone of
Shawn Lanious
Candidate for the Degree of Doctor of Education

July 16, 2025
Stephanie M. Williams, Ph.D.
Associate Professor
Pennsylvania Western University
Doctoral Capstone Faculty Committee Chair

The Impact of Targeted Family Communication
July 16, 2025
Jerald A. Barris, Ed.D.
High School Principal
PAcyber
Doctoral Capstone External Committee Chair

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Dedication
To my children, Anderson and Abigail. Your boundless curiosity, constant
learning, and growth remind me daily why I do this work. And to my wife, Melissa. Your
unwavering support, patience, and belief in me made this journey possible. You three are
my reason for everything.
This work is also dedicated to the students, staff, and stakeholders of PAcyber.
Your commitment to learning and school choice inspired this study and continue to drive
my passion for educational innovation.

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Acknowledgements
I wish to express my deepest gratitude to those whose support made this journey
possible. To my friend, colleague, and external committee member, Dr. Jerald Barris.
Your belief in this research, your thoughtful feedback, and your willingness to challenge
and encourage me helped bring this study to life. Your insights, persistence, and
encouragement guided me toward clarity and purpose when I needed it most.
To my Committee Chair, Dr. Stephanie Williams. Thank you for your consistent,
constructive feedback and your ability to push me to become a stronger writer, researcher
and thinker. Your balance of high expectations and sincere motivation was the
combination I needed to see this work through.
To Dr. Francis Spigelmyer, Chief Academic Officer of PAcyber. Thank you for
being a constant source of encouragement, for proofreading drafts, listening with
intention, and supporting me and this project every step of the way. Your advocacy for
virtual learning and trust in this research gave it meaning beyond the page.
To the dedicated staff and administration at PAcyber. This study is a reflection of
your daily work, your belief in school choice, and your commitment to students. It is my
hope that the findings validate your efforts and contribute to even greater impact in the
years ahead.
To PennWest University and Dr. Sylvia Braidic. Thank you for granting me the
opportunity to return to this program and complete what I started. Your belief in my

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potential and your willingness to support my reentry allowed me to finish this work with
clarity and purpose.
Finally, I am thankful for the many voices: students, families, teachers, and
leaders who shaped this research. Your stories, actions, and experiences are what made
this project possible and meaningful.
I would like to acknowledge the use of OpenAI’s ChatGPT, which was employed
to assist in organizing data analysis results, drafting tables and figures, refining APA
formatting, and synthesizing mixed-methods reporting in support of the writing process.
All final analysis and interpretations are my own, and all content aligns with PennWest’s
academic standards and the doctoral capstone requirements.

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Table of Contents
Dedication .......................................................................................................................... ii
Acknowledgements .......................................................................................................... iii
Abstract............................................................................................................................. ix
CHAPTER 1 ...................................................................................................................... 1
The Impact of Targeted Family Communication........................................................... 1
Background ...................................................................................................................2
Capstone Focus ..............................................................................................................3
Research Questions ........................................................................................................4
Expected Outcomes ........................................................................................................5
Fiscal Implications .........................................................................................................6
Summary .......................................................................................................................8

CHAPTER 2 .................................................................................................................... 10
Review of the Literature................................................................................................. 10
Setting and History .....................................................................................................10
Third Grade Focus .....................................................................................................11
Theoretical Frameworks for Communication and Engagement in Education ................ 13
Current Methods of Communication Being Utilized .....................................................17
Use of Electronic Communication................................................................................17
Family & Parent Engagement Across Educational Levels .............................................20
Mode of Engagement and Its Effectiveness ..................................................................25
Impacts of Communication on Student Learning .........................................................28
Impacts of Communication on the School Community .................................................34
Impact on School Policies and Practices .......................................................................36
Opportunities for Research in the Literature ...............................................................37
Summary of Key Findings ...........................................................................................39
Connection to Research Questions ...............................................................................40
Summary ...................................................................................................................41

CHAPTER 3 .................................................................................................................... 43
Methodology .................................................................................................................... 43
Purpose ......................................................................................................................46
Settings and Participants.............................................................................................49
Intervention/Research Plan .........................................................................................51

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Fiscal Implications ......................................................................................................55
Methods of Data Collection .........................................................................................56
Data Collection Instruments ........................................................................................61
Validity.......................................................................................................................62
Literature Support for Methodological Choices ...........................................................66
Ethical Considerations ................................................................................................67
Summary ...................................................................................................................69

Chapter 4 ......................................................................................................................... 73
Data Analysis and Results .............................................................................................. 73
Overview of Data Collection and Analysis Methods ......................................................73
Research Question 1: What impact does consistent, targeted communication from
teachers have on student academic outcomes in a third-grade online learning
environment? .............................................................................................................75
Research Question 2: How does consistent teacher communication impact student
engagement, as measured by attendance and participation, in a third-grade online
learning environment? ................................................................................................78
Research Question 3: How do parents perceive the effectiveness and impact of teacher
communication on their child’s learning and school experience in a third-grade online
environment? .............................................................................................................81
Summary ...................................................................................................................85

Chapter 5 ......................................................................................................................... 88
Conclusions and Recommendations .............................................................................. 88
Conclusions ................................................................................................................89
Limitations .................................................................................................................95
Implications for Practice .............................................................................................98
Recommendations for Future Research ..................................................................... 102
Summary .................................................................................................................105

References ...................................................................................................................... 109
Appendix A: IRB Approval ...........................................................................................118
Appendix B: Informed Consent................................................................................... 120
Appendix C: Honest Broker Statement ...................................................................... 121
Appendix D: Teacher Communication Protocol ........................................................ 123
Appendix E: Survey Instrument ................................................................................. 125
Appendix F: Data Matrix ............................................................................................. 127
Appendix G Raw Data Distributions .......................................................................... 128

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List of Tables
Table 1 Total Number of 3rd Grade Students in Each Cohort ................................... 51
Table 2 Demographic Breakdown of 3rd Grade Cohorts ........................................... 51
Table 3 Mean Final Grades by Subject and Cohort .................................................... 76
Table 4 Average Growth in Exact Path Diagnostics (Reading and Math) ................. 77
Table 5 Attendance Rates by Cohort ............................................................................. 79
Table 6 Parent Survey Responses Related to Student Engagement ........................... 80
Table 7 Parent Perceptions of Communications .......................................................... 82
Table 8 Cross-Tabulation: Parent Perception of Communication vs. Student Grades
........................................................................................................................................... 83
Table 9 Representative Parent Quotes by Theme ........................................................ 84

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List of Figures
Figure 1 Final Grades by Subject (Bar Chart Comparison) ..............................................76
Figure 2 Growth in Diagnostics by Subject and Cohort ....................................................77
Figure 3 Attendance Rate Comparison Between Baseline and Intervention Cohorts .......... 79
Figure 4 Perceived Engagement Impact...........................................................................81
Figure 5 Effectiveness of Communication ........................................................................83

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Abstract
This mixed-methods study investigated the impact of targeted, consistent teacher communication
on third-grade student academic performance, engagement, and parent perceptions in a full-time
online learning environment. The intervention involved structured, monthly outreach from
teachers to families, implemented during the 2024–2025 school year at PAcyber. Two cohorts
were analyzed: a baseline group from 2023–2024 and an intervention group from 2024–2025.
Data sources included final grades, Exact Path diagnostic assessments, attendance records, and a
parent perception survey.
Quantitative analysis revealed statistically significant gains in ELA, Math, and Science final
grades for the intervention cohort, with extremely large effect sizes. Math diagnostic scores also
showed notable improvement. However, attendance declined slightly in the intervention group,
despite over 60 percent of parents reporting increased student engagement. Qualitative survey
data underscored themes of strengthened family-school relationships, increased student
motivation, and improved parent confidence in supporting their children.
The study concluded that structured teacher communication is a scalable, cost-effective strategy
for improving academic outcomes and relational engagement in virtual education.
Recommendations include expanding the intervention across grade levels, refining engagement
metrics beyond attendance, and exploring the impact of varied communication modalities.
Limitations included implementation inconsistencies and parent preference for alternative
communication channels. Findings have direct implications for virtual school practices,
highlighting communication as foundational, not supplemental, to effective online instruction.

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CHAPTER 1
The Impact of Targeted Family Communication
The landscape of K-12 education has undergone a significant transformation in
recent years, with online learning emerging as a prominent mode of instruction. This shift
is exemplified by the growth of cyber charter schools, such as the Pennsylvania Cyber
Charter School (PAcyber), which has expanded from serving 50 local students in 1999 to
educating approximately 11,000 students across Pennsylvania in 2024. However, this
expansion has occurred concurrently with evidence of suboptimal performance in many
online schools. A comprehensive study by Molnar et al. (2019) found that "only 48.5% of
virtual schools with available ratings received acceptable performance ratings in the
2017-18 academic year" (p. 4).
The rapid growth of online education presents both opportunities and challenges
for students, educators, and families. While online learning offers increased flexibility
and access to educational resources, it also requires new approaches to engagement,
communication, and support. Barbour (2019) observed that "the landscape of K-12 online
learning has expanded dramatically, with enrollment increasing by 60% between 2013
and 2018" (p. 523). This significant growth underscores the urgent need for effective
strategies to ensure student success in online learning environments. As educators, we
must adapt our practices to meet the unique demands of virtual education while
maintaining high standards of academic achievement and student engagement.

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Background
As observed by the K-5 Principal at PAcyber, an online cyber charter school in
Pennsylvania, effective communication with families plays a critical role in student
success within an online learning environment. The rapid growth of online education,
coupled with the challenges faced by online schools in ensuring student success,
underscores the need for innovative approaches to enhance student engagement and
learning outcomes.
The K-5 Principal oversees the education of elementary students across
Pennsylvania, providing a unique perspective on the diverse educational needs of
students from various backgrounds and regions. The school's purpose is to provide an
alternative to traditional schooling, offering students and families choice in their
educational journey. This position at the forefront of online elementary education has
highlighted the importance of effective communication strategies in bridging the physical
distance between school and home.
The challenges faced by online schools are multifaceted. Woodworth et al. (2015)
found that "students in online charter schools exhibited significantly weaker academic
growth in both mathematics and reading compared to their peers in traditional public
schools" (p. 28). This finding highlights the urgent need for targeted interventions and
support systems in online learning environments, particularly for younger students who
may require more guidance and structure in their educational journey. These challenges in
online education, particularly for elementary students, have led to the identification of a
crucial area for research and intervention.

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Capstone Focus
The identification of this research focus stems from the persistent challenges
faced by online schools in ensuring student success. Despite PAcyber's efforts to improve
student engagement through various data-driven processes, test scores, attendance rates,
and student retention rates have remained stagnant. However, research by Kraft and
Rogers (2015) suggests that targeted communication can have a significant impact on
student outcomes. Their study found that "weekly individualized messages from teachers
to parents decreased the percentage of students who failed to earn course credit by 41%"
(Kraft & Rogers, 2015, p. 957).
This compelling evidence, combined with observations from school leadership,
has led to the investigation of the potential of enhanced communication strategies in
improving student outcomes in the online elementary setting. Specifically, this study aims
to examine the impact of increased phone communication between teachers and
parents/guardians of third-grade students on attendance, academic achievement, and
parental perceptions of their child's learning outcomes.
The focus on third-grade students is particularly significant, as this grade level
represents a critical juncture in a child's educational journey. Hernandez (2011) found that
"students who were not proficient in reading by the end of third grade were four times
more likely to leave school without a diploma than proficient readers" (p. 3). This
underscores the importance of targeted interventions and support during this crucial
developmental stage.
This study will implement a structured communication protocol to enhance
engagement between teachers and families. The protocol involves monthly phone calls

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from teachers to parents/guardians throughout the school year. These calls will vary in
duration based on individual student circumstances and will cover topics such as live
class attendance, student performance data, and general check-ins. This approach aims to
establish live voice-to-voice communication as the standard, complementing existing
electronic communication methods. By formalizing this communication strategy, we seek
to create a more personalized and effective connection between the school and families,
potentially addressing the unique challenges of online education for elementary students.
Research Questions
To guide this investigation, the following research questions have been
formulated:
1. How does increased phone communication with parents/guardians improve 3rd
grade student attendance at PAcyber?
2. What effect does parent/guardian phone communication have on PAcyber 3rd
grade student achievement as measured by final grades?
3. Does increased phone communication with parents/guardians enhance their
perception of their child's learning outcomes?
These questions are designed to address key aspects of student success in online
learning environments, focusing on attendance, academic achievement, and parental
engagement. By examining these factors, we aim to develop a comprehensive
understanding of the impact of targeted communication strategies on student outcomes.

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Expected Outcomes
This study aims to implement a structured communication protocol based on
Epstein's Model of School, Family, and Community Partnerships (Epstein, 2018). We
anticipate seeing improvements in several key areas. First, increased student attendance
rates for live sessions are expected among the current cohort of 3rd-grade students
compared to past cohorts. This addresses the unique challenges of "cybertruancy"
identified by Archambault et al. (2013), highlighting the need for innovative approaches
to monitoring and improving attendance in online settings. Second, improved academic
performance is anticipated as measured by final grades for the current 3rd-grade cohort
compared to previous years. This builds on the positive outcomes observed in previous
studies on targeted communication, such as Kraft and Dougherty's (2013) finding that
"frequent teacher-to-parent phone calls increased student engagement as measured by
homework completion, in-class behavior, and participation" (p. 199). Lastly, enhanced
parent perception of their child's learning progress and engagement is expected, fostering
stronger school-family partnerships in the online learning environment. This will be
measured through an online survey developed specifically for this research. Liu et al.
(2020) found that effective school-home communication in online learning environments
led to increased parental involvement, which in turn positively affected students' selfefficacy and academic performance.
The study will compare attendance and grade data from October to the end of the
current school year against data from the past two 3rd-grade cohorts. This longitudinal
comparison will provide insights into the effectiveness of the enhanced communication
strategy over time. By examining these outcomes, the aim is to develop a comprehensive

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understanding of how targeted communication can improve student success in online
elementary education. While these expected outcomes focus on educational
improvements, it is also crucial to consider the fiscal implications of this research,
particularly considering recent legislative changes.
Fiscal Implications
Recent legislative changes in Pennsylvania have significant implications for cyber
charter schools, particularly those with large special education populations like PAcyber.
The passage of Act 55 has altered the calculation of special education tuition rates paid to
cyber charter schools, with the new formula taking effect in January 2025 (PAcyber,
2024). This change is expected to have a substantial impact on PAcyber's funding,
necessitating a strategic approach to resource allocation and student retention.
Considering these budgetary constraints, this research focuses on enhancing fiscal
responsibility through a cost-effective communication strategy. By targeting an area that
requires no new hiring or purchasing of products or programs, this approach aligns with
current financial limitations while potentially yielding significant long-term benefits.
The proposed communication protocol leverages existing teacher responsibilities,
specifically parent communication as outlined in Domain 4 of the Pennsylvania
Framework for Teaching. This ensures that the research can be conducted without
additional fiscal burden or violation of the Collective Bargaining Agreement.
The strategic design of this research offers multiple fiscal advantages. Primarily, it
aims to improve student retention through enhanced parent engagement. As Ahn and
McEachin (2017) observed, "online charter schools with higher academic performance

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tend to see increased enrollment in subsequent years" (p. 50). Improved retention is
crucial for PAcyber's financial sustainability, especially considering that enrolling new
students is costly, with the first year representing the largest investment in resources and
technology provision.
By fostering long-term relationships with parents and guardians, keeping them
engaged and informed about their children's education, PAcyber can potentially increase
student retention rates. This is particularly important as each year a student remains
enrolled allows the school to recoup more of its initial investment, contributing to longterm financial stability.
Moreover, this approach emphasizes maximizing current resources and exploring
innovative solutions that do not require significant financial investment. The potential for
improved student performance and retention may generate positive fiscal impacts in the
long term, without incurring additional costs. As Molnar et al. (2019) note, "student
retention is a critical factor in the financial sustainability of online schools" (p. 45).
In conclusion, this research not only addresses educational challenges but also
demonstrates a fiscally responsible approach to leadership in the face of changing
funding landscapes. By focusing on communication strategies that can potentially
improve student retention and performance, PAcyber aims to navigate the upcoming
financial changes effectively while continuing to provide high-quality online education.
The implementation of targeted family communication strategies in online
elementary education has far-reaching implications beyond the immediate scope of this
study. By focusing on enhancing engagement between teachers and families, this research

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addresses a critical gap in the current online education model. The potential benefits
extend beyond academic performance and attendance, potentially impacting student
motivation, self-efficacy, and long-term educational success. Furthermore, the findings
from this study may inform policy decisions and best practices for online schools across
various grade levels and geographic regions. Importantly, the communication protocol
developed in this research is designed to be easily replicable and scalable. Other online
schools and even traditional schools with remote learning components can adapt and
implement this approach, potentially leading to widespread improvements in student
outcomes. As the landscape of education continues to evolve, particularly in the wake of
global events that have accelerated the adoption of online learning, research such as this
becomes increasingly vital. It not only contributes to the body of knowledge in
educational technology and family engagement but also provides practical,
implementable strategies for educators and administrators in the rapidly growing field of
online education.
Summary
This capstone project seeks to address the critical need for effective
communication strategies in online elementary education. By examining the impact of
targeted family communication on student engagement and learning outcomes, we aim to
contribute valuable insights to the field of online education and provide actionable
strategies for improving student success in virtual learning environments. The findings of
this study have the potential to inform best practices not only for PAcyber but for online
schools across the nation, ultimately enhancing the educational experience for thousands
of young learners in online classrooms.

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As we transition to Chapter 2, we will delve deeper into the existing literature on
family engagement in online education, communication strategies, and their impact on
student outcomes. This review will provide a solid foundation for our research
methodology and help contextualize our findings within the broader field of online
elementary education.

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CHAPTER 2
Review of the Literature
Setting and History
The landscape of K-12 education has undergone a significant transformation in
recent years, with online learning emerging as a prominent mode of instruction. This shift
is exemplified by the growth of cyber charter schools, such as the Pennsylvania Cyber
Charter School (PAcyber), which has expanded from serving 50 local students in 1999 to
educating approximately 11,000 students across Pennsylvania (PAcyber, 2024). The
growth trajectory of virtual schools in the United States has been both substantial and
rapid, with Molnar et al. (2019) reporting that in the 2017-18 academic year, 501 fulltime virtual schools enrolled 297,712 students. Barbour (2019) further corroborated this
trend, noting a 60% increase in K-12 online learning enrollment between 2013 and 2018.
However, this expansion has occurred concurrently with evidence of suboptimal
performance in many virtual schools. Molnar et al. (2019) found that "only 48.5% of
virtual schools with available ratings received acceptable performance ratings in the
2017-18 academic year" (p. 23). This performance issue is not isolated; Woodworth et al.
(2015) conducted a comprehensive study of online charter schools across 17 states and
found that "students in online charters lost an average of -0.10 standard deviations in
math and -0.03 in reading compared with their peers in traditional public schools" (p. 28).
One of the key challenges in online education is monitoring and enforcing student
engagement and attendance. Traditional definitions of attendance based on physical

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presence are no longer applicable in virtual learning environments, necessitating new
approaches to tracking and encouraging student participation (Archambault et al., 2013).
Considering these challenges, further investigation is needed to understand the
impact of targeted family communication on student engagement and learning outcomes
in online education, particularly focusing on elementary-level students in cyber charter
schools. Such research could examine gaps in current understanding of how targeted
communication strategies influence student success in online learning environments,
especially at the elementary level. This area of inquiry is crucial for developing effective
practices in virtual education and potentially improving outcomes for young learners in
online settings.
Third Grade Focus
This study specifically focuses on third-grade students, a critical juncture in a
child's educational journey. The choice of this grade level is supported by several key
factors:
Transition in Reading Skills
Third grade is widely recognized as a critical juncture in a student's educational
journey, marking the transition from "learning to read" to "reading to learn" (Chall,
1983). This shift is crucial for academic success across all subjects. As Fiester (2010)
notes in a comprehensive report for the Annie E. Casey Foundation, "Up until the end of
third grade, most children are learning to read. Beginning in the fourth grade, however,
they are reading to learn, using their skills to gain more information in subjects such as

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math and science, to solve problems, to think critically about what they are learning, and
to act upon and share that knowledge in the world around them" (p. 9).
Predictor of Future Academic Success
Research has consistently shown that reading proficiency in third grade is a strong
predictor of future academic performance. A landmark study by Hernandez (2011) found
that students who were not proficient in reading by the end of third grade were four times
more likely to leave school without a diploma than proficient readers. Specifically, "One
in six children who are not reading proficiently in third grade do not graduate from high
school on time, a rate four times greater than that for proficient readers" (Hernandez,
2011, p. 3).
High Stakes Testing Grade
In Pennsylvania, third grade is the first year students participate in the
Pennsylvania System of School Assessment (PSSA), making it a critical year for
measuring academic progress and identifying areas for improvement (Pennsylvania
Department of Education, 2025).
Transitional Grade Level

Third grade often represents a transition from early elementary to upper
elementary education, with increased academic expectations and independence (Fiester,
2010). This transition can be challenging for some students, potentially impacting
engagement and attendance.

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Parental Involvement Impact
Studies have shown that parental involvement in third grade has significant direct
effects on academic achievement. As noted by Englund et al., (2004) "Parental
involvement in 3rd grade had a significant direct effect on achievement in 3rd grade"
(726).
To fully comprehend the dynamics of communication and engagement in online
educational environments, it is essential to examine the theoretical frameworks that
underpin these concepts.
Theoretical Frameworks for Communication and Engagement in Education
Three key models that establish a foundation for understanding the interplay
between communication, family involvement, and student engagement in education are:
Epstein's Model of School, Family, and Community Partnerships (Epstein, 2018),
Hoover-Dempsey and Sandler's Model of Parental Involvement (Hoover-Dempsey et al.,
2005), and the Community of Inquiry (CoI) Framework (Garrison et al., 2000). Each of
these theoretical frameworks offers a distinct lens through which communication and
engagement in online education can be understood and analyzed.
Epstein's Model of School, Family, and Community Partnerships
Epstein's Model offers a comprehensive framework for understanding the
importance of communication in education (Epstein, 2018). Epstein (2018) identified six
types of involvement: parenting, communicating, volunteering, learning at home,
decision-making, and collaboration with the community. In the context of online

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education, the communication aspect becomes particularly crucial, as it bridges the
physical gap between school and home.
Epstein's model underpins this study's approach by emphasizing that effective
communication, such as regular teacher-parent phone calls, must be bidirectional, clear,
and consistent. In online learning environments, this translates to regular updates from
teachers to parents about student progress, as well as channels for parents to easily speak
to teachers with questions or concerns. Kraft and Rogers (2015) found that weekly
individualized messages from teachers to parents decreased the percentage of students
who failed to earn course credit by 41%, underscoring the power of consistent,
personalized communication in supporting student achievement. This framework is
particularly relevant to the study of targeted family communication in online education,
as it emphasizes the importance of communication in fostering strong school-family
partnerships. The model provides a foundation for understanding how effective
communication strategies can enhance collaboration between schools and families in
virtual learning environments.
Hoover-Dempsey and Sandler's Model of Parental Involvement
Hoover-Dempsey and Sandler's Model of Parental Involvement provides insights
into why and how parents become involved in their children's education. This model
suggests that parents' motivational beliefs, perceptions of invitations for involvement, and
life context variables influence their decision to become involved (Hoover-Dempsey et
al., 2005).

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In an online setting, clear and frequent communication from teachers can serve as
a strong invitation for parental engagement. Borup et al. (2013) found that parents in
online schools spent an average of 86 minutes per week engaged in their child’s
schooling, often through direct phone conversations with teachers. This level of
involvement, enabled by intentional communication, was positively associated with
student performance.
Building on this perspective, Borup (2016) found that teacher perceptions of
parent engagement significantly influenced how they planned instruction and initiated
communication. When teachers viewed parents as instructional partners, they were more
likely to engage in proactive outreach and personalize feedback. This reinforces the idea
that communication not only invites participation but also fosters collaborative
relationships that enhance student success in virtual environments.
Community of Inquiry (CoI) Framework
The Community of Inquiry (CoI) framework, developed by Garrison et al. (2000),
is particularly relevant to online learning environments. This model emphasizes the
importance of three interdependent elements: social presence, cognitive presence, and
teaching presence. Effective communication strategies can enhance all three elements,
contributing to a more engaging online learning experience (Garrison, 2017).
Social presence refers to the ability of participants to identify with the community,
communicate purposefully in a trusting environment, and develop interpersonal
relationships. In online settings, this can be fostered through interactive discussion
forums, virtual group projects, and personalized communication from teachers.

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Cognitive presence is the extent to which learners can construct and confirm
meaning through sustained reflection and discourse. This can be supported through
thought-provoking online discussions, challenging assignments, and regular feedback
from instructors.
Teaching presence involves the design, facilitation, and direction of cognitive and
social processes to realize personally meaningful and educationally worthwhile learning
outcomes. In online environments, this manifests through clear course structure, timely
communication, and active facilitation of online interactions.
Borup et al. (2014) applied the CoI framework to online high school settings and
found that teachers who effectively engaged with students and their parents saw
improved student outcomes. This underscores the importance of teacher presence and
communication in online learning environments, suggesting that active teacher
engagement can help bridge the physical distance in virtual classrooms. This framework
is crucial for understanding how targeted family communication might enhance social,
cognitive, and teaching presence in online learning environments. It provides a lens
through which to examine the potential impact of communication strategies on student
engagement and learning outcomes in virtual educational settings.
These theoretical frameworks collectively provide a comprehensive foundation
for research into communication, engagement and the relationship to student success.
Each highlight the critical role of communication in fostering family involvement,
creating a sense of community, and enhancing the learning experience in online
education. By examining the impact of targeted family communication through these
lenses, one can better understand how such strategies might influence student

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engagement and learning outcomes in online elementary education. Building upon these
frameworks and potentially extending their application in the context of online learning
and contributing to the understanding of effective communication strategies in virtual
educational environment is possible.
Current Methods of Communication Being Utilized
In the rapidly evolving landscape of K-12 education, particularly in online and
blended learning environments, effective communication between schools, teachers,
students, and parents has become increasingly crucial. Research indicates that strong
communication practices are essential for fostering student engagement and success in
these settings (Garrison et al., 2000; Molnar et al., 2019). The current methods of
communication used in both traditional and virtual educational settings, with a focus on
their application and effectiveness in online learning environments can be examined.
Use of Electronic Communication
Email Communication.
Email remains a primary mode of communication in many educational settings.
Thompson et al. (2015) found that 73% of parents preferred email as their primary mode
of communication with teachers, citing its convenience and ability to overcome
scheduling conflicts. However, the effectiveness of email can vary depending on factors
such as frequency, content, and timeliness of responses.
Text Message Communication.
Text messaging has emerged as an effective tool for school-home communication,
particularly for quick updates and reminders. Kraft and Rogers (2015) conducted a field

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experiment examining the impact of text messages from teachers to parents. The
researchers found that weekly individualized messages decreased the percentage of
students who failed to earn course credit by 41%, highlighting the power of targeted,
frequent communication in improving student outcomes.
Social Media Communication.
Many schools have adopted social media platforms as a means of communication.
Williamson (2017) noted that platforms such as Facebook and Twitter allow schools to
share real-time updates, celebrate student achievements, and build a sense of community.
However, he also cautioned about the need for clear policies on social media use to
maintain professionalism and privacy.
Learning Management Systems (LMS).
Learning Management Systems have become central to communication in online
and blended learning environments. Molnar et al. (2019) noted that virtual schools
heavily rely on LMS platforms to facilitate not only instruction but also communication
between teachers, students, and parents. These systems often include features for
messaging, assignment submissions, and grade tracking, thereby providing a
comprehensive communication ecosystem.
Written Communication.
Despite the rise in digital communication, traditional written methods still play a
significant role. Epstein (2018) emphasized the importance of various written
communication methods, including newsletters, report cards, and progress reports. These
written forms provide tangible records of student progress and school information that
families can reference over time.

THE IMPACT OF TARGETED FAMILY COMMUNICATION

19

In the context of online schools, Archambault et al. (2013) highlighted the
importance of clear, written policies and procedures. The authors noted that online
schools often rely heavily on written communication to outline expectations, deadlines,
and course requirements given the lack of face-to-face interaction.
Voice Communication.
Telephone Calls.
Although digital methods have gained prominence, voice communication remains
vital, especially for more complex or sensitive discussions. Borup et al. (2013)
demonstrated that parents in online schools, spending an average of 86 minutes per week
in direct communication with teachers, engaged in their child's schooling, often through
phone conversations with teachers.
Video Conferencing.
The COVID-19 pandemic accelerated the adoption of video communication tools
in education. Platforms like Zoom, Google Meet, and others have become common for
parent-teacher conferences, IEP meetings, and even classroom instruction in virtual
settings. Morgan (2020) found that video-conferencing tools allowed for more frequent
and flexible communication between teachers and families during periods of remote
learning.
Adaptive Communication Strategies
Recognizing the diverse needs of families, many schools have adopted adaptive
communication strategies. Goodall and Montgomery (2014) proposed a model of parental
engagement that emphasizes the need for schools to adapt their communication methods

THE IMPACT OF TARGETED FAMILY COMMUNICATION

20

based on family preferences and needs. This approach recognizes that one-size-fits-all
communication strategies are often ineffective in diverse school communities.
In conclusion, the current landscape of school-home communication in online
education is characterized by a diverse array of methods, each with its own strengths and
challenges. While electronic communication has become predominant, effective
strategies often involve a combination of methods tailored to the needs of the school
community. The research highlights the potential of targeted, frequent communication in
improving student outcomes. For instance, Kraft and Rogers (2015) found that weekly
individualized messages from teachers to parents decreased the percentage of students
who failed to earn course credit by 41%, underscoring the power of consistent,
personalized communication in supporting student achievement. This finding is
particularly relevant to investigations into the impact of targeted family communication
on student engagement and learning outcomes in online education. The effectiveness of
these communication methods, however, may vary depending on the educational level of
the students involved. As we transition to examining family and parent engagement
across educational levels, it's crucial to consider how the communication strategies
discussed here might be adapted or applied differently for elementary, middle, and high
school students in online learning environments. This next section will provide insights
into how the nature of family engagement evolves as students progress through their
educational journey, further informing understanding of effective communication
strategies in online education.
Family & Parent Engagement Across Educational Levels

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21

The nature and impact of family and parent engagement in education vary
significantly across different educational levels, particularly in online learning
environments. Understanding these differences is crucial for developing effective
communication strategies to support student success across all grade levels. This
knowledge is central to investigations into the impact of targeted family communication
on student engagement and learning outcomes in online education.
Elementary School Setting
In the elementary school setting, parental involvement tends to be more hands-on
and direct, especially in online learning environments. Borup et al. (2013) found that
parents of younger online students often assume the role of learning coaches, spending
significant time directly engaging in their children's schooling. This high level of
involvement is crucial for younger students, who may lack the self-regulation skills
necessary for independent online learning.
Hasler Waters et al. (2014) identified specific types of parental engagement in online
elementary schools:
•

Encouraging and reinforcing learning behaviors

•

Modeling effective learning strategies

•

Instructing students in content areas

•

Adapting strategies to meet individual student needs

•

Leveraging external resources to support learning

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22

These findings highlight the multifaceted role that parents play in supporting their young
children's online education. Liu et al. (2020) found that parental involvement in
elementary online learning during the COVID-19 pandemic was positively associated
with students' self-efficacy and academic performance, emphasizing the importance of
parents' emotional support and guidance for younger students.
Middle School and High School Settings
As students progress to middle and high schools, the nature of parental engagement
often shifts. Curtis and Werth (2015) identified three main types of parental engagement
at the secondary level in online learning:
•

Monitoring student progress

•

Mentoring students through academic challenges

•

Motivating students to stay engaged in their studies

This shift reflects the increasing independence of older students and the changing needs
of adolescent learners in the online environment. Hill and Tyson (2009) conducted a
meta-analysis of parental involvement in middle school and found that academic
socialization—communicating parental expectations for education and its value—had the
strongest positive relationship with achievement. Borup et al. (2014) developed the
Adolescent Community of Engagement (ACE) framework, which hypothesizes that
parents of online high school students have three main responsibilities:
•

Organizing students' environment and time

•

Instructing students in content and learning strategies

THE IMPACT OF TARGETED FAMILY COMMUNICATION
•

23

Facilitating student interactions through nurturing relationships, volunteering, and
monitoring/motivating

This framework provides a comprehensive view of how parental engagement can support
online adolescent learners.
Challenges and Opportunities Across Levels
Although the nature of parental engagement may change across educational
levels, certain challenges and opportunities remain consistent. Archambault et al. (2013)
introduced the concept of "cybertruancy," highlighting the need for parental involvement
in monitoring attendance and engagement across all grade levels in online schools. Kraft
and Rogers (2015) found that weekly individualized messages from teachers to parents
decreased the percentage of students who failed to earn course credit by 41%. This
finding suggests that consistent communication between schools and families is crucial at
all levels of education, highlighting the importance of targeted family communication
strategies in online learning environments. Recent research by Borup et al. (2019) has
highlighted the importance of parent-student-teacher relationships in online learning
environments. The researchers found that these relationships were most effective when
all parties clearly defined roles and expectations, regardless of student age or grade level.
Impact of COVID-19 on Family Engagement
The COVID-19 pandemic has significantly affected family engagement in online
learning across all educational levels. Dong et al. (2020) found that parental involvement
increased dramatically during the pandemic, with parents taking on more active roles in
their children's education, regardless of age. This shift highlights both the challenges and

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24

opportunities for increased family engagement in online learning. Garbe et al. (2020)
conducted a qualitative study on parents' experiences with online learning during the
pandemic. The research found that parents across all grade levels faced challenges in
balancing work and home responsibilities while supporting their children's learning.
However, many parents also reported increased awareness and involvement in their
children's education, leading to stronger family-school partnerships.
In conclusion, while the specific strategies and intensity of family and parent
engagement may vary across educational levels, their importance in supporting student
success in online learning environments remains constant. As Borup et al. (2019)
emphasize, "parent-student-teacher relationships in online learning environments were
most effective when all parties clearly defined roles and expectations, regardless of
student age or grade level" (p. 3080). This underscores the universal importance of family
engagement across all educational stages.
As online education continues to evolve, understanding and supporting effective
family engagement practices at all levels is crucial for ensuring positive student
outcomes. Garbe et al. (2020) highlight this point, noting that during the COVID-19
pandemic, "many parents reported increased awareness and involvement in their
children's education, leading to stronger family-school partnerships" (p. 52). This
understanding directly informs investigations into the impact of targeted family
communication on student engagement and learning outcomes in online education,
particularly for third-grade students.
The insights gained from examining family engagement across educational levels
provide valuable context for exploring how communication strategies may influence

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25

student success in virtual learning environments at the elementary level. As Hill and
Tyson (2009) conclude, "academic socialization—communicating parental expectations
for education and its value—had the strongest positive relationship with achievement" (p.
758), emphasizing the critical role of effective communication in supporting student
success.
As we have seen, the nature of family engagement varies across educational
levels. However, the effectiveness of this engagement is also influenced by the mode of
communication employed. In the next section, we will examine the comparative
effectiveness of different communication methods and their impact on student learning
outcomes.
Mode of Engagement and Its Effectiveness
The effectiveness of parent engagement in online education is significantly
influenced by the mode of communication employed. This section examines the
comparative effectiveness of various communication methods and their impact on student
outcomes, directly informing our research on targeted family communication in online
education.
Electronic vs. Written vs. Voice Communication
In the digital age, schools have a variety of communication tools at their disposal.
Thompson et al. (2015) found that 73% of parents preferred email as their primary mode
of communication with teachers, citing its convenience and ability to overcome
scheduling conflicts. However, the effectiveness of different communication modes can
vary significantly.

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26

Kraft and Rogers (2015) conducted a field experiment examining the impact of
text messages from teachers to parents. The authors found that "weekly individualized
messages from teachers to parents decreased the percentage of students who failed to
earn course credit by 41%" (p. 957). This section examines the comparative effectiveness
of various communication methods and their impact on student outcomes, providing
insights into the potential effects of targeted family communication on student
engagement and learning outcomes in online education.
While electronic communication has gained prominence, voice communication,
particularly phone calls, remains an important tool, especially for more complex or
sensitive discussions. Borup et al. (2013) demonstrated that parents in online schools
spent an average of 86 minutes per week in direct communication with teachers, often
through phone conversations. This level of engagement was positively correlated with
student performance, suggesting that regular, direct communication between parents and
teachers can play a crucial role in supporting student success in an online environment.
Written communication, though less immediate than electronic or voice methods,
still plays a significant role. Epstein (2018) emphasized the importance of various written
communication methods, including newsletters, report cards, and progress reports. These
written forms provide tangible records of student progress and school information that
families can reference over time.
Positive vs. Negative Engagement
The content and tone of communication can significantly affect its effectiveness.
Kraft and Dougherty (2013) found that frequent teacher-to-parent phone calls increased

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27

student engagement as measured by homework completion, in-class behavior, and
participation. However, the nature of feedback can influence outcomes. Harackiewicz et
al. (2016) found that providing parents with information about the utility value of STEM
courses led to increased student enrollment in STEM classes. This suggests that positive,
informative communication can be effective in influencing students' choices and
engagement.
Interestingly, Yeager et al. (2014) provided a nuanced perspective on constructive
criticism: "Critical feedback, when coupled with high standards and assurance of
students' ability to meet those standards, can be more motivating than praise alone" (p.
804). This indicates that constructive criticism, when appropriately delivered, can be an
effective form of engagement.
Frequency and Timing of Communication
The frequency and timing of communication can also affect its effectiveness.
Bergman and Chan (2021) found that high-frequency information sent to parents via text
messages had a significant positive impact on student achievement in online learning
environments. Their study revealed that "text messages to parents about their child's
missing assignments and grades increased student achievement by 0.10 standard
deviations" (p. 2). This highlights the importance of consistent and timely communication
in understanding the potential impact of targeted family communication in online
education.
However, Kraft and Monti-Nussbaum (2017) cautioned against overwhelming
parents with too much information. The researchers found that while increased

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28

communication generally improved student outcomes, there was a point of diminishing
returns, suggesting the need for a balanced approach.
In conclusion, the effectiveness of engagement in online learning environments
depends on various factors, including the mode of communication, nature of the content,
frequency and timing of interactions, and the degree of personalization. As Goodall and
Montgomery (2014) noted, "Schools need to adapt their communication methods based
on family preferences and needs, recognizing that one-size-fits-all communication
strategies are often ineffective in diverse school communities" (p. 399). This adaptive
approach is particularly crucial in online learning environments, where the physical
distance between school and home necessitates more intentional and varied
communication strategies.
These findings directly inform research questions about the impact of targeted
family communication on student engagement and learning outcomes in online
education. The literature suggests that a carefully designed communication strategy,
tailored to the needs of individual families and leveraging appropriate technology, could
significantly enhance student success in online learning environments.
Impacts of Communication on Student Learning
The impact of communication among schools, teachers, and parents on student
learning outcomes is a critical area of study, particularly in the context of online
education. Research consistently demonstrates that effective communication and
engagement strategies can significantly influence student attendance, academic
performance, and overall engagement in online learning environments.

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29

Attendance and Engagement
Attendance in online settings presents unique challenges compared to traditional
schools. Epstein and Sheldon (2002) found that specific school-family partnership
practices in elementary schools resulted in increased daily attendance and a decrease in
chronic absenteeism. While their study focused on traditional schools, the principles may
be applicable to online settings, highlighting the importance of strong school-family
connections in promoting consistent attendance.
Archambault et al. (2013) concept of "cybertruancy" in online schools
underscores the need for innovative methods to encourage student participation in online
classes, where traditional seat-time measures are no longer applicable. Archambault et al.
(2013) defines cybertruancy as "a student enrolled in an online course who fails to log in,
participate, and complete course requirements" (p. 2), emphasizing the unique challenges
of monitoring and promoting engagement in virtual environments.
Recent research has demonstrated the significant impact of strong school-family
connections on student attendance and engagement. A study by Epstein and Sheldon
(2002) found that specific school-family partnership practices in elementary schools
resulted in increased daily attendance and a decrease in chronic absenteeism. Their
research showed that when schools implemented family and community involvement
activities focused on attendance, the study saw an average decrease of 0.5% in chronic
absenteeism rates.
Furthermore, a meta-analysis conducted by Jeynes (2012) examined the
relationship between parental involvement programs and academic achievement. The

THE IMPACT OF TARGETED FAMILY COMMUNICATION

30

study found that such programs were associated with statistically significant positive
effects on academic achievement across all grade levels, with an effect size of 0.30
standard deviations. This suggests that targeted communication strategies and family
engagement initiatives can have a substantial impact on student outcomes, including
attendance and engagement in both traditional and online learning environments.
These findings highlight the potential of well-designed family communication and
engagement strategies to positively influence student attendance and overall academic
performance in various educational settings, including online learning environments.
Academic Performance
The positive impact of targeted communication on academic performance has
been demonstrated in several studies. Kraft and Rogers (2015) conducted a field
experiment to examine the impact of teacher-to-parent communication on students'
engagement. The authors found that "weekly individualized messages from teachers to
parents decreased the percentage of students who failed to earn course credit by 41%" (p.
957). This dramatic improvement highlights the power of consistent, personalized
communication to support student achievement.
Similarly, Bergman and Chan (2021) found that high-frequency information sent
to parents via text messages had a significant positive impact on student achievement in
online learning environments. The team noted that "text messages to parents about their
child's missing assignments and grades increased student achievement by 0.10 standard
deviations" (p. 2). This study emphasizes the importance of leveraging technology to
maintain consistent communication between teachers and parents, particularly in online
settings, where face-to-face interactions are limited.

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31

Fan and Chen (2001) conducted a meta-analysis of the relationship between
parental involvement and students' academic achievement. The research found a
meaningful effect size of about 0.25 to 0.30, indicating a significant positive relationship
between parental involvement and academic achievement. Specifically, it noted that
parental aspiration and expectation for children's educational achievement had the
strongest relationship with students' academic performance.
Additionally, Jeynes (2005) conducted a meta-analysis focusing on urban
elementary school children and found that parental involvement was associated with
higher academic achievement across all racial groups and for both boys and girls. The
study reported an overall effect size of about 0.7 to 0.75 of a standard deviation unit,
which is considered a medium to large effect in educational research.
These meta-analyses provide robust evidence supporting the link between family
engagement and academic success, showing that students tend to perform better
academically when their parents are actively involved in their education.
Participation and Engagement
Engagement is a critical factor in online learning, where students may feel
isolated or disconnected. Borup et al. (2014) studied teacher engagement at an online
high school and found that teachers who effectively engaged with students and their
parents saw improved student outcomes. Borup et al. concluded that "teachers' efforts to
engage with students and parents were positively correlated with student engagement and
learning outcomes" (p. 793). Doss et al. (2019) further illustrate the importance of
tailored communication. The researchers found that differentiated and personalized text
messages to kindergarten students' parents led to increased engagement in literacy

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32

activities at home and improved student literacy scores. Their study revealed that
"personalized text messages increased parents' engagement in home literacy activities by
0.31 standard deviations" (p. 508). This highlights the importance of tailoring
communication to individual students' needs and family contexts in online settings. Kraft
and Dougherty (2013) found that frequent teacher-to-parent phone calls increased student
engagement as measured by homework completion, in-class behavior, and participation
in a traditional school setting. The authors reported that "students whose parents received
phone calls completed 6.9 percentage points more assignments and were 7.9 percentage
points more likely to participate in class" (p. 199). While conducted in a face-to-face
context, these findings suggest that regular direct communication between teachers and
parents can have a significant positive impact on student engagement, a principle that
may be applicable in online learning environments.
Social and Emotional Learning
The impact of communication extends beyond academic performance to include
social and emotional aspects of learning. Research has consistently shown that parental
involvement and engagement have positive effects on students' social-emotional
development and behavior. Fan and Chen (2001), in their meta-analysis of studies on
parental involvement and students' academic achievement, found that parental
involvement was also associated with improved social and behavioral outcomes.
Furthermore, a comprehensive review by Henderson and Mapp (2002) concluded
that students with involved parents, regardless of income or background, were more
likely to earn higher grades and test scores, attend school regularly, have better social

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33

skills, show improved behavior, and adapt well to school. This finding underscores the
importance of effective school-home communication in supporting students' overall wellbeing.
Additionally, Jeynes' (2005) meta-analysis focusing on urban elementary school
children found that parental involvement was associated with higher academic
achievement and improved social-emotional outcomes across all racial groups and for
both boys and girls. These studies collectively emphasize the crucial role of school-home
communication and parental engagement in fostering students' holistic development.
Dong et al. (2020) conducted a mixed-methods study examining the impact of
multimodal communication in synchronous online environments. The research found that
different modes of communication (visual, bodily behaviors, spoken language, and
written language) influenced students' social presence, teaching presence, and satisfaction
with the online learning experience. Their research highlights the importance of
considering various communication modalities in online education to enhance student
engagement and learning outcomes.
Teacher-Student Relationships
Effective communication also plays a crucial role in building strong teacherstudent relationships, which are vital for student success. Borup et al. (2014) studied
teacher engagement at an online high school and found that teachers who effectively
engaged with students and their parents saw improved student outcomes. The authors
concluded that "teachers' efforts to engage with students and parents were positively
correlated with student engagement and learning outcomes" (p. 793).

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34

In conclusion, these findings underscore the critical importance of effective
communication strategies in online education. As virtual learning continues to grow,
understanding and implementing these strategies have become increasingly vital for
ensuring student success. The research suggests that a combination of regular,
personalized communication, leveraging of technology for frequent updates, and support
for parental involvement can significantly enhance student outcomes in online learning
environments.
Future research should focus on developing and evaluating targeted
communication interventions specifically designed for online educational settings, with a
particular emphasis on their long-term impact on student achievement and engagement.
Additionally, exploring ways to streamline communication technologies and make them
more accessible to all families could be a fruitful area for further investigation.
Impacts of Communication on the School Community
Effective communication strategies in online education not only influence
individual student outcomes but also shape the broader school community. This section
examines how communication impacts the overall learning environment, particularly in
virtual settings, and how these community-level effects relate to student engagement and
learning outcomes.
Building a Virtual School Community
In online learning environments, creating a sense of community presents unique
challenges. Borup et al. (2014) applied the Community of Inquiry (CoI) framework to
online high schools and found that effective communication strategies were crucial in

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35

fostering a sense of community among students, parents, and teachers. The researchers
noted that "when teachers actively engaged in communication efforts, students reported a
stronger sense of connection to the school and their peers" (p. 795).
Garrison (2017) emphasized that in online settings, social presence, the ability of
participants to identify with the community and communicate purposefully in a trusting
environment is particularly important. Regular, multi-modal communication (e.g., video
conferences, discussion forums, and personalized messages) can help bridge the physical
distance and create a more cohesive virtual school community.
Parental Involvement and School Climate
Goodall and Montgomery (2014) proposed a model of parental engagement that
emphasizes the need for schools to adapt their communication methods based on family
preferences and needs. In online schools, this adaptive approach becomes even more
critical. Their research suggests that when schools effectively communicate and engage
parents, it positively impacts the overall school climate.
A study by Liu et al. (2020) during the COVID-19 pandemic found that effective
school-home communication in online learning environments led to increased parental
involvement, which in turn positively affected students' self-efficacy and academic
performance. This highlights the interconnected nature of communication, community
involvement, and student outcomes in virtual settings.
Teacher-Parent Relationships and Collaborative Problem-Solving

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36

Kraft and Rogers (2015) found that regular, personalized communication between
teachers and parents not only improved individual student outcomes but also fostered a
more collaborative problem-solving approach within the school community. In online
settings, where face-to-face interactions are limited, such collaboration becomes even
more crucial. Borup et al. (2013) noted that in online schools, parents often take on roles
as learning coaches. Effective communication between teachers and these parent-coaches
is essential for creating a supportive learning environment. The authors found that "when
teachers and parents communicate regularly, it led to more consistent expectations and
support for students across home and school environments" (p. 156).
Impact on School Policies and Practices
Archambault et al. (2013) highlighted how communication strategies in online
schools can influence school policies and practices. Their research on "cybertruancy" led
to the development of new attendance policies and communication protocols in many
online schools. This demonstrates how effective communication can drive systemic
changes that benefit the entire school community.
Cultural Responsiveness and Inclusivity
Goodall (2021) emphasized the importance of culturally responsive
communication in building inclusive school communities, particularly in diverse online
learning environments. She found that "when schools adopted culturally sensitive
communication strategies, it led to increased engagement from families from diverse
backgrounds, fostering a more inclusive school community" (p. 87).

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37

In conclusion, effective communication strategies in online education have farreaching impacts on the school community. By fostering a sense of connection,
facilitating collaboration, and promoting inclusivity, these strategies create a supportive
virtual learning environment. As Borup et al. (2014) note, "when teachers actively
engaged in communication efforts, students reported a stronger sense of connection to the
school and their peers" (p. 795). This community-level impact, in turn, positively
influences individual student engagement and learning outcomes.
Furthermore, Goodall (2021) emphasizes that "when schools adopted culturally
sensitive communication strategies, it led to increased engagement from families from
diverse backgrounds, fostering a more inclusive school community" (p. 87). As online
education continues to evolve, understanding and leveraging these community-level
effects will be crucial for developing comprehensive strategies to support student success
in virtual learning environments.
Opportunities for Research in the Literature
While the body of research on communication and engagement in online education
has grown significantly in recent years, several gaps remain, particularly in relation to
elementary-level online education and the specific impacts of targeted communication
strategies. This section will identify these gaps and discuss how the present study aims to
address the gaps.
Limited Focus on Elementary Online Education
Much of the existing research on online education has focused on secondary and
higher education settings. For instance, Borup et al. (2014) developed the Adolescent

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38

Community of Engagement (ACE) framework for online high school students, but
similar comprehensive frameworks for elementary students are lacking. Hasler Waters et
al. (2014) noted: “While research on K-12 online learning has increased in recent years,
studies focusing specifically on elementary online education remain scarce" (p. 35). This
gap is particularly significant given the unique developmental needs and learning
characteristics of younger students.
Lack of Longitudinal Studies on Communication Impacts
While studies like Kraft and Rogers (2015) have demonstrated short-term impacts
of targeted communication on student outcomes, there is a dearth of longitudinal research
examining the long-term effects of sustained communication strategies in online settings.
Molnar et al. (2019) highlighted this gap, stating: “More longitudinal studies are needed
to understand the cumulative effects of various communication and engagement
strategies on student outcomes in virtual schools" (p. 87).
Limited Research on Voice Communication in Online Settings
Despite the prevalence of digital communication tools, research on the specific
impacts of voice communication (e.g., phone calls) in online educational settings is
limited. While Borup et al. (2013) touched on this aspect, their study was not focused
exclusively on voice communication. There is a need for more targeted research in this
area, especially given the personal nature of voice communication and its potential to
build stronger relationships between teachers and families.
Insufficient Attention to Parent Perceptions in Online Elementary Education

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39

While parent perceptions have been studied in traditional and secondary online
education settings, there is limited research specifically examining how parents of
elementary-aged students perceive the impact of communication on their children's
learning outcomes. Dong et al. (2020) noted: “The unique perspectives of parents
navigating online elementary education for their children remain underexplored in the
current literature" (p. 412).
Lack of Studies on Communication Frequency and Student Outcomes
While studies have examined the impact of communication on student outcomes,
there is limited research on the optimal frequency of communication in online settings,
particularly for elementary students. Kraft and Monti-Nussbaum (2017) touched on this
issue but did not provide definitive guidelines for elementary online education.
Summary of Key Findings
This literature review has explored the critical role of targeted family
communication in enhancing student engagement and learning outcomes in online
education, with a particular focus on elementary-level students. The research examined
consistently demonstrates the significant impact of effective communication strategies on
various aspects of student success in virtual learning environments. Several key findings
emerge from this review, highlighting the multifaceted nature of effective communication
in online education.
Regular, personalized communication between teachers and parents/guardians has
been shown to significantly improve student outcomes (Bergman & Chan, 2021; Kraft &
Rogers, 2015). This finding underscores the importance of tailored, frequent interactions

THE IMPACT OF TARGETED FAMILY COMMUNICATION

40

in supporting student success. Additionally, the unique challenges of monitoring
attendance and engagement in online settings have been identified, necessitating
innovative approaches to combat "cybertruancy" and ensure active participation in virtual
classrooms (Archambault et al., 2013). Parental involvement has emerged as a crucial
factor in supporting online learning, particularly for younger students who may require
more guidance and structure in their educational journey (Borup et al., 2013; Hasler
Waters et al., 2014).
The effectiveness of multi-modal communication strategies that leverage both
traditional and digital tools has been demonstrated (Goodall & Montgomery, 2014;
Thompson et al., 2015), suggesting that a diverse approach to communication can better
meet the needs of various families and educational contexts. Finally, targeted
communication has been found to have a positive impact on student academic
performance, engagement, and motivation (Borup et al., 2014; Kraft & Dougherty, 2013),
reinforcing the potential of well-designed communication strategies to enhance the
overall learning experience in online education.
Connection to Research Questions
How does increased phone communication with parents/guardians improve 3rd grade
student attendance at PAcyber?
The literature suggests that regular communication with parents can significantly
improve student attendance and reduce truancy (Archambault et al., 2013; Epstein &
Sheldon, 2002). The concept of "cybertruancy" highlights the need for innovative

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41

approaches to monitoring and improving attendance in online settings, which
increased phone communication may address.
What effect does parent/guardian phone communication have on PAcyber 3rd grade
student achievement as measured by final grades?

Multiple studies have demonstrated a positive correlation between increased
teacher-parent communication and improved student academic performance (Bergman &
Chan, 2021; Kraft & Rogers, 2015). This suggests that increased phone communication
with parents/guardians may positively impact 3rd grade student achievement at PAcyber.
Does increased phone communication with parents/guardians enhance their
perception of their child's learning outcomes?
While this question is not directly addressed in the existing literature, studies have
shown that increased communication can lead to greater parental involvement and
understanding of their child's education (Borup, 2016; Hasler Waters et al., 2014). This
increased involvement and understanding may positively influence parents' perceptions
of their child's learning outcomes.
Summary
In conclusion, effective communication strategies in online education have farreaching impacts on the school community. These strategies foster a sense of connection,
facilitate collaboration, and promote inclusivity, creating a supportive virtual learning
environment. Research consistently demonstrates that regular and personalized
communication between teachers and parents is vital for improving student outcomes
(Bergman & Chan, 2021; Kraft & Rogers, 2015). Additionally, the unique challenges of

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42

monitoring attendance and engagement in online settings necessitate innovative
approaches to combat issues like "cybertruancy" (Archambault et al., 2013). The
involvement of parents plays a crucial role in supporting online learning, particularly for
younger students who may require more guidance (Borup et al., 2013; Hasler Waters et
al., 2014).
As online education continues to evolve, understanding how to effectively engage
families and support young learners becomes increasingly crucial. The insights gained
from examining family engagement across educational levels provide valuable context
for exploring how communication strategies may influence student success in virtual
learning environments at the elementary level. Furthermore, the effectiveness of these
communication methods may vary depending on the educational level of the students
involved. As such, it is essential to consider how the communication strategies discussed
here might be adapted or applied differently for elementary, middle, and high school
students in online learning environments. This next section will provide insights into how
the nature of family engagement evolves as students progress through their educational
journey, further informing understanding of effective communication strategies in online
education.

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CHAPTER 3
Methodology
The Pennsylvania Cyber Charter School (PAcyber) was established in 2000 as a
response to Pennsylvania's Charter School Law. Initially known as the Western
Pennsylvania Cyber Charter School, it was created to serve approximately 50 students
displaced due to the Midland School District's lack of a high school. However, due to
high demand from across the state, it evolved into PAcyber, which served around 11,000
students by 2025. PAcyber’s mission was to empower all students and families to become
active participants in their own learning, equipping them with skills for the future through
engaging content, innovative teaching, and a culture of caring (PAcyber, 2024).
PAcyber offered multiple modes of delivery, including Blended Classroom (BC)
and Virtual Classroom (VC) models (PAcyber, 2024). Research indicated that both BC
and VC approaches enhanced student outcomes when effectively implemented. Blended
learning, which combined online and face-to-face elements, had been shown to improve
student engagement, self-directed learning, and academic performance compared to
purely online or traditional face-to-face instruction (Department of Education & National
Center for Education Statistics, 2015; Youngers et al., 2014). Similarly, virtual
classrooms provided opportunities for synchronous interaction and collaboration,
fostering a sense of community and improving motivation among learners (Ismail &
Abdulla, 2019). These findings highlighted the potential of both models to address
challenges in online education, such as disengagement and lower academic achievement.
Given that both Blended Classroom and Virtual Classroom models relied on active

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student participation, this study explored how targeted family communication further
enhanced engagement and performance within these delivery modes.
PAcyber continued to face challenges in maintaining student engagement and
achieving academic outcomes that aligned with state averages. Studies showed that
virtual schools often struggled with student performance due to factors such as limited
parental involvement and difficulties in monitoring engagement (Archambault et al.,
2013; Molnar et al., 2019). Recognizing the unique nature of online learning, where
students engaged in their schoolwork from home, partnerships with parents and guardians
were essential for supporting student success. Research underscored the critical role of
parental involvement in improving attendance, engagement, and academic performance
in online settings (Borup et al., 2013; Epstein & Sheldon, 2002).
This study was specifically designed to address several notable gaps in the
existing literature on online education, family communication, and student engagement.
Research on online education had predominantly focused on secondary and higher
education settings, leaving elementary-level online education underexplored. Scholars
such as Hasler Waters et al. (2014) emphasized the scarcity of studies addressing the
unique developmental needs and learning characteristics of younger students in virtual
learning environments. By focusing on 3rd grade students, this study contributed to filling
this gap by offering insights into how targeted communication strategies supported
younger learners.
Another significant gap lay in the limited research on voice communication, such
as phone calls, within online educational settings. While digital communication methods
like email and text messaging had been widely studied (Kraft & Rogers, 2015), the

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specific impacts of voice-based interactions remained underexplored. Borup et al. (2013)
highlighted the potential of phone calls to enhance teacher-parent relationships and
support student outcomes; however, their work did not focus exclusively on this mode of
communication. This study built on their findings by investigating how structured
monthly phone calls between teachers and parents influenced student engagement and
academic performance.
Parent perceptions of communication strategies in online elementary education
also remained an underexamined area. Existing research had largely concentrated on
parental involvement in traditional or secondary school settings (Dong et al., 2020).
There was limited understanding of how parents of elementary-aged students perceived
the effectiveness of communication strategies in supporting their children’s learning. By
incorporating a parent perception survey, this study provided valuable insights into how
targeted communication impacted parental understanding and engagement in an online
elementary school context.
Additionally, much of the existing research examined short-term impacts of
communication strategies but lacked longitudinal perspectives. Studies like Kraft and
Rogers (2015) demonstrated immediate benefits of frequent teacher-parent
communication but did not explore sustained effects over time. This study addressed this
limitation by comparing baseline data from one academic year with intervention data
from another year, offering a more comprehensive view of the long-term impact of
structured teacher-parent communication.
Finally, there was little guidance in the literature regarding the optimal frequency
of communication for elementary students in online settings. While high-frequency

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communication had been shown to improve outcomes (Bergman & Chan, 2021), studies
had not established what constituted an effective balance for younger learners. This
research explored whether monthly phone calls provided sufficient consistency to foster
engagement and improve outcomes without overwhelming families or teachers.
By addressing these gaps, this study contributed to the growing body of
knowledge on effective family engagement strategies in online education. It provided
actionable insights into how targeted communication enhanced student success at a
critical developmental stage while also informing best practices for virtual learning
environments.
Purpose
This study investigated the impact of increased phone communication between
teachers and parents/guardians on 3rd-grade student engagement and learning outcomes
in an online educational setting at PAcyber. The research focused on three key research
questions:
How did increased phone communication with parents/guardians improve 3rd-grade
student attendance at PAcyber?

Attendance was identified as a critical factor in student success, particularly in
online education, where traditional seat-time measures were not applicable. Archambault
et al. (2013) introduced the concept of "cybertruancy," highlighting the unique challenges
of monitoring and improving attendance in virtual environments. Epstein and Sheldon
(2002) found that school-family partnerships focused on attendance practices
significantly reduced chronic absenteeism. These findings suggested that regular teacher-

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47

parent communication, such as phone calls, played a pivotal role in improving attendance
by fostering accountability and collaboration between families and schools.
What effect did parent/guardian phone communication have on PAcyber 3rd-grade
student achievement, as measured by final grades?

Research consistently demonstrated a positive relationship between teacher-parent
communication and student academic performance. Kraft and Rogers (2015) found that
weekly individualized messages from teachers to parents reduced course failure rates by
41%, underscoring the potential of consistent communication to enhance academic
outcomes. Similarly, Fan and Chen (2001) conducted a meta-analysis showing that
parental involvement had a significant positive effect on students' academic achievement.
By focusing on phone communication, this study built on these findings to explore how
direct, voice-based interactions influenced academic performance in an online elementary
school setting.
Did increased phone communication with parents/guardians enhance their perception
of their child's learning outcomes?

Parental perceptions were identified as a key component of family engagement
and influenced how parents supported their children's education at home. Borup et al.
(2013) demonstrated that regular teacher-parent interactions positively impacted parents’
understanding of their child’s progress and their role in supporting learning. Furthermore,
Hasler Waters et al. (2014) emphasized that parental involvement in online elementary
education enhanced both student outcomes and parent satisfaction. This study aimed to

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explore whether structured phone communication improved parents' perceptions of their
child's engagement and academic progress.
The importance of this study was underscored by existing research highlighting
the critical role of parental involvement in improving student outcomes, particularly in
online learning environments. Studies showed that regular teacher-parent communication
led to significant improvements in attendance, academic performance, and engagement.
For example, Kraft and Rogers (2015) found that weekly individualized messages from
teachers to parents decreased course failure rates by 41%, demonstrating the power of
consistent, targeted communication in supporting student success. Similarly, Borup et al.
(2013) emphasized that parents in online schools who engaged in regular voice-based
communication with teachers spent an average of 86 minutes per week supporting their
children’s education, which was positively correlated with improved academic outcomes.
3rd grade was identified as a pivotal developmental stage where students
transitioned from "learning to read" to "reading to learn" (Chall, 1983). Research by
Hernandez (2011) underscored the long-term implications of this transition, noting that
students who were not proficient readers by 3rd grade were four times more likely to
drop out of high school than their proficient peers. In Pennsylvania, 3rd grade also
marked the first year students took the Pennsylvania System of School Assessment
(PSSA), adding further significance to this grade level as a benchmark for academic
progress (Pennsylvania Department of Education, 2025).
In online learning environments like PAcyber, where physical interactions were
limited, effective communication between teachers and parents became even more
critical. Archambault et al. (2013) identified "cybertruancy," or disengagement in virtual

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classrooms, as a persistent challenge requiring innovative strategies for monitoring and
improving attendance. Epstein's Model of School-Family-Community Partnerships
(Epstein, 2018) highlighted bidirectional communication as a cornerstone for fostering
strong school-family relationships, which were essential for addressing these challenges.
This study built on these findings by focusing specifically on elementary-level
online education, a domain with limited prior research, and explored how structured
teacher-parent phone communication enhanced engagement and learning outcomes for 3rd
grade students at PAcyber. By addressing these gaps in the literature, this research aimed
to provide actionable insights into effective communication strategies that could support
student success in virtual learning environments.
Settings and Participants
The study was conducted at PAcyber, an online cyber charter school that served
approximately 11,000 students across Pennsylvania. The research focused specifically on
3rd-grade students, their parents/guardians, and their teachers.
Setting
PAcyber operated in a fully online environment where students attended virtual
classes and completed coursework remotely. The school utilized various digital platforms
for instruction, communication, and assessment. This virtual setting presented unique
challenges and opportunities for student engagement and family communication, making
it an ideal environment for examining the impact of targeted communication strategies.
The study took place during the 2023-2024 and 2024-2025 academic years. The
2023-2024 cohort served as the baseline group, providing data on attendance, academic

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performance, and communication practices before the intervention. The 2024-2025
cohort served as the intervention group, during which the Teacher Communication
Protocol was implemented to enhance teacher-parent interactions.
Participants
The study included two cohorts of 3rd-grade students enrolled at PAcyber, with
the first cohort serving as the baseline group from the 2023-2024 school year and the
second cohort participating in the intervention during the 2024-2025 school year. The
baseline cohort consisted of 409 students, while the intervention cohort included 423
students, both measured on the first day of their respective school years. To ensure data
integrity, only students who were continuously enrolled from the end of the first grading
period through the conclusion of the academic year were included in the analysis.
Students who enrolled after October 30th, 2024 (the close of the first grading period),
were excluded from the study, and data from students who withdrew mid-year were
included only up to their withdrawal date but excluded from final analysis to maintain
consistency across cohorts.
The sample sizes for both cohorts were sufficiently large to ensure robust
statistical power for detecting meaningful differences between groups. A post hoc power
analysis indicated that with sample sizes of 409 and 423, and a significance level (α) of
0.05, the study had over 80% power to detect small-to-medium effect sizes (Cohen’s d =
0.20–0.30) in key outcome variables, such as attendance rates, academic performance
metrics, and engagement indicators. This power level aligns with Cohen's (1988)
conventions for educational research and exceeds the minimum sample requirements for

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detecting small-to-medium effects in clustered designs (Hedges & Rhoads, 2010). Recent
replication studies suggest typical effect sizes in educational interventions fall within this
range (Camerer et al., 2018). By including all eligible 3rd-grade students who met
enrollment criteria, the study achieved a comprehensive representation of PAcyber’s
population while maintaining methodological rigor. The demographic composition of
each cohort is summarized in Tables 1 and 2.
Table 1
Total Number of 3rd Grade Students in Each Cohort
2023-2024 3rd Grade Students
Total Number of Students

2024-2025 3rd Grade Students
Total Number of
409 Students
423

Table 2
Demographic Breakdown of 3rd Grade Cohorts
2023-2024 3rd Grade Students
Male
203
Female
206
American Indian
2
Asian
10
Black
68
Hispanic
23
Multiracial/Ethnic
47
White
259
Special Education
67

2024-2025 3rd Grade Students
Male
212
Female
211
American Indian
4
Asian
11
Black
67
Hispanic
26
Multiracial/Ethnic
52
White
263
Special Education
80

Intervention/Research Plan
The intervention in this study involved the implementation of a Teacher
Communication Protocol, which was designed to increase and structure the amount of
live voice-to-voice communication between 3rd-grade teaching staff and the

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parents/guardians of 3rd-grade students. The Teacher Communication Protocol aimed to
address challenges in student engagement and learning outcomes by fostering stronger
partnerships between teachers and families.
The Teacher Communication Protocol prescribed several key elements for
effective teacher-parent communication. Teachers were required to make regular phone
calls to parents/guardians throughout the school year, at a rate of at least one phone call
per month. Guidelines were provided for discussion topics, including student progress,
attendance, and strategies for supporting learning at home. Additionally, teachers were
tasked with logging each communication attempt and outcome in PAcyber’s Student
Information System (SIS). This structured approach ensured consistency in the frequency
and content of communications while also facilitating data collection for the study.
The Community of Inquiry Framework underscored the importance of teaching
presence in fostering student engagement (Garrison et al., 2000). By maintaining regular
contact with parents, teachers strengthened their presence and supported students’
cognitive and social development. This alignment with established theoretical
frameworks provided a solid foundation for the intervention’s design.
The design of the Teacher Communication Protocol was informed by the
Community of Inquiry framework, especially the concept of teaching presence developed
by Garrison et al. (2000). Teaching presence involves the instructional design,
facilitation, and guidance of learning experiences in online environments. This protocol
translated those principles into practical actions by encouraging teachers to engage in
regular, purposeful outreach to families. Through structured monthly calls, teachers
supported academic progress, clarified expectations, and nurtured relational trust. These

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consistent interactions brought teaching presence beyond the virtual classroom, making it
visible to families and reinforcing a shared commitment to student success.
Implementation Timeline
The study was conducted over several key phases, with planning and protocol
development occurring in June, July, and early August 2024. During this period, the
Teacher Communication Protocol was created with input from the K-5 Administrative
Team, including the Principal, Assistant Principals, and Special Education Supervisor.
This process involved identifying the frequency of contact, discussion topics, and metrics
for measurement. Reports available from PAcyber's SIS were also reviewed to ensure
compatibility with data collection needs.
On August 21, 2024, the Teacher Communication Protocol was presented to staff
during the K-5 Academy Level In-service training. Teachers received comprehensive
training on its implementation, including how to conduct effective phone calls and record
communication data accurately. However, due to delays in securing Institutional Review
Board (IRB) approval until mid-October 2024, data collection could not commence until
after this date. Consequently, baseline data collection and initial implementation of the
Teacher Communication Protocol were postponed, missing the first month of the school
year.
Monthly communication data collection began on October 25, 2024. At this point,
teachers were provided with communication reports generated from PAcyber’s SIS. Prior
to this date, teachers could access their own data but were unable to share it with the
research team due to IRB restrictions. Working with an honest broker trained in data

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security and confidentiality, baseline data were pulled from PAcyber's systems starting in
November 2024. The honest broker de-identified all data before providing it to the
researcher.
A secure OneDrive folder was established for storing de-identified data,
accessible only to the broker and researcher. This ensured that all participant information
remained confidential throughout the study.
The study’s timeline included several key milestones:
•

August 2024: Teacher Communication Protocol design finalized; teacher training
conducted.

•

September 2024: School year began; initial implementation delayed due to
pending IRB approval.

•

October 2024: IRB approval received; monthly communication logs initiated.

•

November 2024 - April 2025: Ongoing data collection; monthly teacher-parent
communication logs maintained.

•

April 2025: Parent perception survey distributed electronically.

•

May 2025: Analysis of student performance metrics and survey responses
commenced.

•

June 2025: Compilation of findings; recommendations for future actions
developed.
Progress was monitored through regular check-ins with participating teachers and

monthly communication reports. Despite initial delays caused by IRB approval timelines,

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the study proceeded with careful attention to maintaining ethical standards and ensuring
participant privacy.
Fiscal Implications
Implementation of the Teacher Communication Protocol was designed to be
fiscally responsible and aligned with PAcyber's existing resources. The protocol leveraged
PAcyber's existing Voice over Internet Protocol (VOIP) system, RingCentral, for phone
calls, which eliminated additional telecommunication costs. Training for teachers was
integrated into the K-5 Academy Level Back-to-School In-Service in August 2024,
minimizing additional training expenses.
The time allocation for teachers to conduct phone calls was managed within their
existing ten hours per week designated for communication and preparation. This approach
ensured that the Teacher Communication Protocol did not require significant additional
staffing or compensation adjustments. By focusing on phone communication as the
primary method, the study utilized tools and personnel already in place, thereby
minimizing fiscal impacts.
Despite these minimal upfront costs, the potential long-term fiscal benefits of the
Teacher Communication Protocol were significant. If the study results indicated improved
student performance or parental perceptions due to targeted phone calls, PAcyber could
experience positive fiscal outcomes through increased student retention. Retaining students
reduced the need for costly recruitment efforts and helped recoup initial investments in
student enrollment. Research by Molnar et al. (2019) supported this assertion, noting that

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improved academic outcomes often led to higher student retention rates, which contributed
to financial stability.
The management of the Teacher Communication Protocol was overseen by the K5 administrative team, aligning with PAcyber's existing oversight structures. This ensured
that the intervention remained cost-effective while meeting institutional goals.
Additionally, this study aligned with Pennsylvania's Framework for Teaching, specifically
Domain 4C, which emphasized communicating with families (Pennsylvania Department
of Education, 2025). By focusing on phone communication, the study supported this
framework while enhancing family engagement and student success.
Methods of Data Collection
This study employed a convergent mixed-methods design that collected both
quantitative and qualitative data simultaneously to provide a comprehensive
understanding of the impact of targeted family communication on student engagement
and learning outcomes in online education. The convergent design was selected because
it allowed for the concurrent collection of quantitative data (attendance records, grades,
diagnostic scores) and qualitative data (parent perception survey responses and teacher
feedback) throughout the 2024-2025 school year. The quantitative and qualitative data
were analyzed separately and then merged to provide a more complete picture of the
intervention's impact. This design enabled the researcher to compare and contrast the
quantitative results with qualitative findings, revealing insights that might not have been
apparent from either data set alone. Additionally, it aligned well with the study's timeline,
allowing for efficient data collection and analysis within the academic year.

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The decision to employ a mixed-methods approach in this study was informed by
the literature review, which highlighted the importance of engaging stakeholders in
educational settings to improve outcomes (Epstein, 2018). Initially, the study was
designed to focus solely on quantitative data, examining student attendance, grades, and
performance metrics. However, based on recommendations from the research committee,
the study was expanded to include qualitative data through a parent perception survey.
This expansion allowed for a deeper exploration of parental engagement and perceptions,
providing insights into how communication strategies impacted student engagement and
learning outcomes.
The decision to focus on phone communication was informed by Borup et al.
(2013), who demonstrated that direct teacher-parent interactions significantly enhanced
student outcomes in online settings. Although this study employed monthly rather than
weekly contact, Kraft and Rogers’ (2015) findings highlighted the importance of
consistent communication in improving academic outcomes.
The literature supported the use of mixed-methods approaches in educational
research, as they offered a comprehensive understanding of complex phenomena by
combining the strengths of both quantitative and qualitative methods (Creswell, 2014). In
the context of online education, where students often underperformed compared to their
peers in traditional settings (Molnar et al., 2019; Woodworth et al., 2015), understanding
parental perceptions and experiences provided valuable insights into how targeted
communication strategies could enhance student engagement and academic performance.
By incorporating both quantitative metrics (attendance rates, grades, diagnostic
scores) and qualitative insights from parent perceptions, this study aimed to address the

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critical issue of student engagement in online education more comprehensively. The
parent perception survey was designed to gather detailed feedback on the frequency, type,
and perceived effectiveness of communication strategies, allowing for a nuanced
understanding of how these factors influenced parental engagement and student
outcomes.
This study employed a comprehensive mixed-methods approach, utilizing both
quantitative and qualitative data collection methods to address the research questions
thoroughly. Data triangulation was achieved by collecting information from multiple
sources.
Quantitative Data Collection
Quantitative data collection for this study focused on measurable indicators of
student engagement and academic performance. The data included monthly student
attendance records, academic achievement metrics (such as grades, diagnostic test scores
in math and reading, and Learning Path participation rates), and communication
frequency data from teacher-submitted logs. These data were gathered from PAcyber's
Student Information System (SIS), Learning Management System (LMS), and
assessment platforms for both the 2023-2024 baseline cohort and the 2024-2025
intervention cohort.
Attendance records were retrieved monthly to track trends in student participation
throughout the school year. These records provided a clear picture of how the Teacher
Communication Protocol influenced attendance patterns over time. Academic
achievement data included final grades in core subjects, as well as diagnostic assessment

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scores in math and reading. These assessments were administered at the beginning,
middle, and end of each academic year, offering a comprehensive view of student
progress. Additionally, participation rates in Learning Path activities were analyzed to
assess engagement with online instructional materials.
Teacher-submitted communication logs served as a critical source of quantitative
data for this study. These logs documented each phone call made to parents/guardians,
including the date, duration, and topics discussed. Teachers were required to log all
communication attempts and outcomes in PAcyber’s SIS, ensuring consistency and
accuracy in data reporting. The communication logs allowed for an analysis of the
frequency and consistency of teacher-parent interactions across the intervention cohort.
Baseline data from the 2023-2024 school year were used as a point of comparison
for the intervention year. These data included attendance records, academic performance
metrics (PSSA scores and end-of-year grades), and withdrawal numbers. By comparing
baseline data with intervention-year data, this study aimed to identify significant changes
attributable to the implementation of the Teacher Communication Protocol.
The quantitative data collection methods ensured that all relevant metrics were
captured systematically and consistently across both cohorts. This approach provided a
robust foundation for analyzing the impact of targeted family communication on student
engagement and learning outcomes.
Qualitative Data Collection
Qualitative data were collected through an electronic parent perception survey
distributed in April 2025. The survey was designed to gather insights into parents’

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perceptions of the frequency, quality, and impact of teacher-parent communication on
student engagement, attendance, and academic performance. Additionally, qualitative
data were gathered from regular check-ins and end-of-year reflections provided by
participating teachers. These reflections offered valuable observations on the
implementation of the Teacher Communication Protocol and its perceived impacts on
students and families.
The parent perception survey included a combination of closed- and open-ended
questions to capture both quantitative ratings and qualitative feedback. Open-ended
questions allowed parents to express their thoughts in greater detail, providing nuanced
insights into their experiences with the communication strategy. For example, parents
were asked, "What aspects of the communication strategy did you find most helpful?"
and "What improvements would you suggest for future communication efforts?" These
responses were analyzed to identify recurring themes and patterns related to family
engagement and perceptions of student outcomes.
Teacher reflections were collected during scheduled check-ins throughout the
school year and at the conclusion of the intervention period. Teachers were encouraged to
share their perspectives on how the Teacher Communication Protocol influenced their
relationships with parents, as well as any observed changes in student engagement or
academic performance. These qualitative data provided an additional layer of context to
complement the quantitative findings.
All qualitative data were anonymized prior to analysis to ensure participant
confidentiality. The open-ended survey responses and teacher reflections were transcribed
verbatim and analyzed using thematic analysis techniques outlined by Braun and Clarke

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(2006). This method involved coding the data to identify key themes, which were then
organized into broader categories aligned with the study’s research questions.
By incorporating multiple sources of qualitative data—parent surveys and teacher
reflections—this study aimed to provide a comprehensive understanding of how targeted
family communication influenced perceptions of engagement and academic success in an
online educational setting.
Data Collection Instruments
The Parent Perception Survey, Appendix E, was distributed electronically to
parents/guardians of 3rd-grade students in April 2025 through PAcyber’s parent email
accounts. The survey was designed to assess five key dimensions: communication
frequency, communication quality, perceived impact on student engagement, perceived
impact on academic performance, and overall satisfaction with the communication
strategy. The survey provided both quantitative and qualitative data, allowing for a
comprehensive understanding of parental perceptions regarding the Teacher
Communication Protocol.
The survey included a variety of questions aimed at gathering detailed feedback.
For example, parents were asked, “How often did you receive phone calls from your
child’s teacher?” and “How would you rate the quality of information provided during
these calls?” Likert-scale questions were used to measure responses quantitatively, with
options ranging from “Strongly Disagree” to “Strongly Agree.” Open-ended questions
were included to gather qualitative feedback, such as “What aspects of the
communication strategy did you find most helpful?” These open-ended responses

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provided rich insights into parents’ experiences and suggestions for improving
communication strategies.
To encourage honest responses, the survey was conducted anonymously. No
personal identifiers, such as names or email addresses, were collected, ensuring that
participants could provide candid feedback without concern for identification. The
electronic format allowed for efficient distribution and collection of responses while
maintaining confidentiality.
The survey instrument was developed based on validated measures used in
previous studies of parental involvement and communication strategies (Borup et al.,
2013; Kraft & Rogers, 2015). This ensured that the questions aligned closely with the
study’s objectives and theoretical frameworks, particularly Epstein’s Model of SchoolFamily-Community Partnerships (Epstein, 2018) and the Community of Inquiry
Framework (Garrison et al., 2000).
By using this survey instrument, the study aimed to capture detailed and
meaningful data on how targeted family communication influenced parental perceptions
of engagement and academic outcomes in an online elementary school setting.
Validity
To ensure the rigor and credibility of this study, several measures were
implemented to address key aspects of validity. Validity was critical in ensuring that the
study accurately measured its intended constructs and produced trustworthy findings. The
study focused on four primary types of validity: internal validity, external validity,

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construct validity, and content validity. Each of these played a distinct role in
strengthening the overall methodological approach.
Internal Validity
Internal validity was enhanced by comparing two consecutive years of 3rd-grade
cohorts. This design allowed for a controlled examination of the impact of the targeted
communication intervention while mitigating confounding variables related to broader
educational trends or systemic changes within PAcyber. The use of multiple data sources
for triangulation further strengthened internal validity. Quantitative data, including
attendance records, course grades, and diagnostic test scores, were complemented by
qualitative data from parent perception surveys and teacher feedback. This multi-faceted
approach provided a comprehensive understanding of the intervention's effects and
corroborated findings across different measures.
To minimize potential bias, an honest broker was employed to de-identify all
student data before it was made available for analysis. This process ensured that the
researcher remained blind to individual student identities, reducing the risk of
unconscious bias during data interpretation. Additionally, the parent perception survey
was conducted anonymously, encouraging honest and unbiased responses from
participants.
The implementation of a standardized Teacher Communication Protocol across all
3rd-grade classes ensured consistency in how teachers engaged with parents. This
standardization reduced variability in the intervention's application and increased
confidence in attributing observed outcomes to the communication strategy rather than

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external factors. Detailed documentation of all procedures and decision-making processes
was maintained throughout the study, enhancing replicability and allowing for thorough
examination of any potential threats to internal validity.
External Validity
External validity was addressed by situating the study within PAcyber’s unique
online educational model while providing rich contextual information about its student
demographics and communication practices. While the focus on 3rd-grade students at a
single cyber charter school limited broad generalizability, it offered valuable insights into
a growing sector of K-12 education. Detailed descriptions of PAcyber’s educational
model allowed other researchers and practitioners to assess the applicability of findings to
their own contexts.
The use of multiple data sources strengthened external validity by providing a
comprehensive view of the impact of targeted communication strategies. Quantitative
metrics such as attendance rates, grades, and diagnostic scores were complemented by
qualitative feedback from parent surveys and teacher reflections, offering a nuanced
understanding of how communication strategies might be adapted in various online
learning environments.
Acknowledging limitations in generalizability, comparisons were drawn to
existing literature on family engagement in both traditional and online educational
settings. This situational context enhanced transferability while situating findings within
broader educational research.

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Construct Validity
Construct validity was strengthened through careful operationalization of key
concepts such as "targeted family communication," "student engagement," and "learning
outcomes." These constructs were defined based on established literature to ensure
alignment between theoretical frameworks and measurement tools.
Triangulation further enhanced construct validity by integrating quantitative data
(attendance records, grades, diagnostic test scores) with qualitative insights from parent
perception surveys and teacher reflections. This multi-faceted approach provided a
comprehensive understanding of how targeted family communication influenced student
engagement and academic performance.
The parent perception survey instrument was developed using validated measures
from previous studies (Borup et al., 2013; Kraft & Rogers, 2015). This ensured that
survey questions accurately captured intended constructs while aligning with Epstein’s
Model of School-Family-Community Partnerships (Epstein, 2018) and the Community of
Inquiry Framework (Garrison et al., 2000). Standardization of the Teacher
Communication Protocol across all classrooms further reduced variability in
implementation, enhancing construct validity.
Content Validity
Content validity was ensured through careful development of research
instruments that comprehensively addressed constructs related to family communication
and student engagement. The parent perception survey covered key dimensions such as
communication frequency, quality, impact on engagement, impact on academic

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performance, and overall satisfaction with the communication strategy. These dimensions
aligned closely with the study’s objectives and theoretical frameworks.
Quantitative measures such as attendance records, grades, and diagnostic test
scores were selected based on their established validity within PAcyber’s educational
framework. These metrics were routinely used in online education research to measure
student engagement and academic performance effectively.
The Teacher Communication Protocol was developed collaboratively with
experienced educators and administrators to reflect best practices in family-school
communication for online learning environments. This collaborative approach ensured
that the intervention addressed relevant aspects of effective teacher-parent
communication while maintaining alignment with research objectives.
By addressing internal, external, construct, and content validity comprehensively,
this study aimed to produce robust findings that accurately reflected the impact of
targeted family communication on student engagement and learning outcomes in an
online elementary school setting.
Literature Support for Methodological Choices
The mixed-methods approach was supported by literature emphasizing the
importance of combining quantitative and qualitative data for comprehensive insights
into educational phenomena (Mertler, 2019). Triangulation of data from multiple sources
was used to enhance validity, as recommended by Creswell (2014). The use of teacherparent communication protocols was informed by studies highlighting the positive impact

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of regular communication on student outcomes (Bergman & Chan, 2021; Kraft & Rogers,
2015).
Ethical Considerations
This study was conducted in accordance with the approved Institutional Review
Board (IRB) protocol from PennWest University (IRB Approval, Appendix A). The IRB
approval ensured that all procedures were ethically sound and compliant with relevant
regulations.
Informed Consent
Parents/guardians provided consent by completing and submitting the parent
perception survey. The survey invitation included a clear explanation of the study's
purpose, the voluntary nature of participation, and assurances of anonymity (Informed
Consent, Appendix B). Participants were informed that they could withdraw consent at
any time by not completing and submitting the survey. There were no penalties for nonparticipation, and no rewards were offered for completion.
Confidentiality and Privacy
All data collected were de-identified by an honest broker prior to being provided
to the researcher. The survey collected no personal identifiers, such as names or email
addresses. Data were stored in a secure, protected folder accessible only to the researcher.
The risk of loss of confidentiality was minimized through these measures, ensuring that
participant privacy was protected throughout the study.

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Honest Broker Process
An honest broker was used to de-identify student data, including attendance
records, grades, and diagnostic scores. This process ensured that all data provided to the
researcher were anonymous and could not be linked to individual students. The honest
broker adhered to all applicable regulations and policies for protecting human research
participants (Honest Broker Statement, Appendix C).
The potential risks associated with this study were minimal. Participants were
informed that there were no anticipated risks beyond those associated with typical survey
participation. The benefits of the study included providing insights into the impact of
targeted family communication on student engagement and learning outcomes, which
could inform future educational practices and improve student success in online learning
environments.
This study, while designed to provide valuable insights into the impact of targeted
family communication on student engagement and learning outcomes in online
education, had several limitations that should be acknowledged. The non-randomized
design introduced potential selection bias, as students were not randomly assigned to the
intervention or control groups. This could have led to differences between the cohorts
that were not solely attributable to the communication intervention. Additionally, the
single-year intervention period limited the ability to assess long-term impacts of the
communication strategy.
External factors, such as changes in curriculum, teaching staff, or broader
educational policies, could have influenced the results and may not have been fully

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controlled for in this design. The study's focus on 3rd-grade students at a single cyber
charter school limited the generalizability of findings to other grade levels or educational
settings. Furthermore, the reliance on self-reported data from parents in the perception
survey introduced the possibility of response bias.
Lastly, while efforts were made to standardize the communication protocol,
variations in individual teacher implementation of the protocol could have impacted the
consistency of the intervention across the study population. These limitations should be
considered when interpreting the results and suggest areas for future research to further
validate and expand upon this study's findings.
Summary
Chapter 3 outlined the research methodology used to investigate the impact of
targeted family communication on student engagement and learning outcomes in an
online educational setting. The research design, which employed a convergent mixedmethods approach to integrate quantitative and qualitative data. This design was selected
to provide a comprehensive understanding of the relationship between increased teacherparent communication and its effects on student performance.
The setting and participants were described in detail, focusing on PAcyber's 3rd
grade students, their families, and teachers. The inclusion criteria, recruitment process,
and ethical considerations, such as informed consent and confidentiality, were addressed
to ensure the study adhered to rigorous ethical standards. The role of the honest broker in
de-identifying data was also explained.

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The research plan was developed based on findings from the literature review,
emphasizing the implementation of the Teacher Communication Protocol. This
intervention was designed to increase structured phone communication between teachers
and families over a defined period. Data collection methods included attendance records,
grades, and parent perception surveys for quantitative analysis, while open-ended survey
responses provided qualitative insights. The alignment of these tools with the research
questions was detailed, along with strategies for ensuring validity through triangulation.
Finally, fiscal implications were considered, and Institutional Review Board
(IRB) approval (Appendix A) was obtained to ensure compliance with ethical research
standards.
This study underscored the critical role of effective communication between
schools and families in supporting student success, particularly in online educational
settings. As highlighted by Epstein and Sheldon (2002) and Fan and Chen (2001),
parental involvement has consistently been linked to improved attendance, engagement,
and academic performance in traditional schools. However, in cyber education
environments like PAcyber, where students learn remotely without daily in-person
interactions, the need for strong school-family partnerships becomes even more
pronounced. Voice-based communication, such as phone calls, provided an opportunity to
foster trust, offer personalized support, and strengthen collaboration between teachers and
parents, key factors essential for student success in virtual learning (Borup et al., 2013).
For 3rd grade students specifically, this study addressed a pivotal developmental
stage where students transitioned from “learning to read” to “reading to learn,” a shift
with significant implications for future academic achievement (Chall, 1983; Hernandez,

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2011). Students who failed to achieve reading proficiency by 3rd grade faced greater
risks of long-term academic challenges and were four times more likely to drop out of
high school than their proficient peers (Hernandez, 2011). Additionally, 3rd grade
introduced standardized assessments like the Pennsylvania System of School Assessment
(PSSA), further emphasizing the importance of engagement and academic performance
during this critical year (Pennsylvania Department of Education, 2025). In an online
environment where disengagement and "cybertruancy" were persistent challenges
(Archambault et al., 2013), proactive communication strategies were vital to addressing
these unique needs.
The methodology employed in this study was designed to investigate how
structured monthly phone communication between teachers and parents influenced 3rd
grade student engagement and learning outcomes at PAcyber. Using a convergent mixedmethods approach, quantitative data such as attendance records, grades, and diagnostic
scores were analyzed alongside qualitative insights from parent perception surveys and
teacher reflections. The Teacher Communication Protocol provided a structured
framework for implementing regular voice-to-voice interactions throughout the school
year. Ethical considerations were carefully addressed through Institutional Review Board
(IRB) approval (Appendix A), informed consent processes (Appendix B), and
confidentiality measures facilitated by an honest broker (Appendix C).
This study contributed valuable insights into how targeted family communication
could enhance student success at a critical developmental stage while addressing broader
challenges in online education. By focusing on 3rd grade students, a population often
overlooked in existing research, it provided actionable recommendations for improving

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engagement and learning outcomes through structured communication strategies. These
findings align with prior studies emphasizing the importance of consistent teacher-parent
communication in improving student outcomes (Borup et al., 2013; Kraft & Rogers,
2015). Furthermore, this research offers practical implications for educators seeking
effective ways to build partnerships with families in virtual learning environments.
Chapter 4 will present the results of the data analysis, offering detailed insights
into how targeted family communication impacted attendance patterns, academic
performance, and parental perceptions of engagement within PAcyber’s 3rd grade cohort
during the 2024-2025 school year.

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Chapter 4
Data Analysis and Results
The purpose of this chapter is to present the results of the data collected and
analyzed for this study, which investigated the impact of consistent, targeted teacher
communication on student academic outcomes and engagement in a third-grade online
learning environment. The analysis incorporates both quantitative and qualitative data
gathered from academic performance indicators, attendance records, diagnostic
assessments, and parent perception surveys. The data are organized and discussed in
alignment with the three research questions stated in Chapter 1.
All findings in this chapter are derived directly from the evidence collected during
the research process. Interpretations are limited to patterns observed in the data and are
not intended to draw broader conclusions or suggest causality. Implications of these
findings will be discussed in Chapter 5.
A complete summary of data sources, analysis types, and their alignment to each
research question is included in Appendix F (Data Matrix). In accordance with the
Capstone Guidelines, raw data distributions for key variables, including final grades and
diagnostic scores, are included in appendix G to enhance transparency and facilitate
replication.
Overview of Data Collection and Analysis Methods
The data used in this study were collected from two third-grade cohorts at
PAcyber: a baseline group from the 2023 to 2024 school year and an intervention group

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from the 2024 to 2025 school year. The intervention cohort was selected based on its
implementation of structured teacher-family communication strategies, as outlined in
Chapter 2.
Quantitative data included student attendance rates, final course grades in core
academic subjects (ELA, Math, Science, and Social Studies), Exact Path diagnostic
growth in reading and math, and closed-ended responses from the parent perception
survey. These data were analyzed using descriptive statistics (mean, median, and standard
deviation), independent samples t-tests, Mann-Whitney U tests for nonparametric
distributions, Levene’s test for variance equality, and Cohen's d for effect size
measurement (Cohen, 1988). All statistical techniques were selected based on the nature
and distribution of the data and followed best practices in educational research
methodology.
Qualitative data were drawn from open-ended responses in the parent perception
survey. Responses were thematically coded using a combination of keyword
identification (KWIC) and manual review to determine recurring patterns. The coding
approach followed the principles established by Braun and Clarke (2006) for thematic
analysis. Representative quotes were selected to highlight parent perspectives aligned
with each emergent theme. These qualitative insights served to triangulate the
quantitative findings and offer a richer understanding of parent perceptions.
The findings are presented in three main sections, corresponding to each research
question. Each section includes a narrative explanation of results, supporting tables and
figures, and a summary connecting the data to the research objective. Each research
question is restated before presenting the analysis.

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Research Question 1: What impact does consistent, targeted communication from
teachers have on student academic outcomes in a third-grade online learning
environment?
Academic outcomes were assessed through two lenses: final course grades and
diagnostic assessment growth.
Final grades in ELA, Math, Science, and Social Studies were examined using
descriptive statistics and independent samples t-tests. The intervention cohort
significantly outperformed the baseline group in all four subject areas. For instance, the
mean final grade in ELA increased from 71.36 percent in the baseline cohort to 80.00
percent in the intervention cohort. Similarly, Math grades rose from 73.11 percent to
83.05 percent, and Science from 73.13 percent to 85.03 percent. Each difference was
statistically significant (p < .001), with effect sizes ranging from d = 0.86 (ELA) to d =
1.02 (Science). These are considered large according to Cohen’s (1988) conventions and
suggest meaningful academic gains across core subjects. These values far exceed
conventional thresholds and may warrant additional sensitivity analysis or contextual
interpretation to assess their practical significance.
As shown in Table 3, academic performance improved across all subjects, and
Figure 1 illustrates the comparative performance across cohorts.

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Table 3
Mean Final Grades by Subject and Cohort
Subject

Baseline Cohort Mean
(%)

Intervention Cohort
Mean (%)

ELA

71.36

80

Math

73.11

83.05

Science
Social
Studies

74.25

84.4

72.89

82

pCohen's
value
d
<
.001
0.86
<
.001
0.99
<
.001
1.02
<
.001
0.91

Figure 1
Final Grades by Subject (Bar Chart Comparison)

In addition to final grades, student growth was analyzed using Exact Path
diagnostic assessments in reading and math. Each difference was statistically significant
(p < .001), with effect sizes ranging from d = 0.86 (ELA) to d = 1.02 (Science). These are
considered large according to Cohen’s (1988) conventions and suggest meaningful
academic gains across core subjects in scaled score from fall to spring. In Math, students
in the intervention cohort experienced greater growth (+85.04 points) compared to those

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in the baseline group (+64.79 points). Although the t-test result was not statistically

significant (p = 0.14), the trend supported improvement. In Reading as shown in Table 4
and Figure 2, the baseline cohort had higher average growth (+77.17 points) compared to
the intervention group (+42.94 points), with a borderline significant p-value of 0.052.
While not statistically significant at the conventional 0.05 level, this result may be further
explored through confidence intervals or Bayesian inference approaches to gauge the
strength of the trend. Effect sizes for Math and Reading growth were -0.25 and +0.38,
respectively, indicating small to moderate differences.
Table 4
Average Growth in Exact Path Diagnostics (Reading and Math)
Subject

Baseline Growth

Intervention Growth

Reading

77.17

42.94

Math

64.79

85.04

Figure 2
Growth in Diagnostics by Subject and Cohort

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To complement the quantitative results, qualitative responses from the parent
survey were analyzed for perceptions of academic support. Thematic analysis revealed
that many parents felt teacher communication helped them support their child’s academic
progress. Quotes such as “Knowing the teacher is active and aware of my child helps me
stay on track” and “Her teacher’s feedback gave her confidence” underscored this
perception. These themes aligned with the quantitative trends in final grades, especially
in ELA and Math.
Research Question 2: How does consistent teacher communication impact student
engagement, as measured by attendance and participation, in a third-grade online
learning environment?
Student engagement was evaluated through analysis of attendance records and
parent-reported perceptions of class participation.
The analysis of attendance data revealed that the baseline cohort had a higher
average attendance rate of 97.34 percent, compared to 90.02 percent in the intervention
cohort. Descriptive statistics showed a notable decline in attendance across the two
cohorts. A Levene’s test confirmed a significant difference in variances (p < .001),
prompting the use of both an independent samples t-test and a Mann-Whitney U test to
assess significance. Both tests yielded statistically significant results (p < .001), and
Cohen’s d was calculated at 0.72, indicating a medium to large effect size.

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Table 5
Attendance Rates by Cohort

Cohort

Average Attendance (%)

Baseline

97.34

Intervention

90.02

Note. Average attendance rates declined in the intervention cohort despite reported
increases in engagement. Rates are expressed as percentages.

Figure 3
Attendance Rate Comparison Between Baseline and Intervention Cohorts

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Note. Average attendance rates declined in the intervention cohort despite reported
increases in engagement. Rates are expressed as percentages.

Despite this quantitative outcome, qualitative and survey data suggested a more
nuanced picture. Parent survey results revealed that over 60 percent of respondents
agreed that teacher communication improved their child’s engagement in live class
sessions. This contrast between measurable attendance and perceived engagement raises
the possibility that families differentiate between physical presence and emotional or
cognitive participation.

Table 6
Parent Survey Responses Related to Student Engagement
Survey Item

Percent Agree (%)

Improved Engagement

60

Helped Participation

65

Provided Support

70

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81

Figure 4
Perceived Engagement Impact

Qualitative data from open-ended survey questions further support the perception
of enhanced engagement. Parents shared comments such as, “My student went from
being in a class with a lot of anxiety to loving it” and “The options given to reach out at
any time made me feel supported.” These sentiments aligned with themes coded as
“Improved Engagement” and “Supportive Communication.” However, responses also
included less favorable impressions, such as, “He really hated school this year. He is
bored and feels unimportant,” highlighting inconsistency in engagement outcomes.
Research Question 3: How do parents perceive the effectiveness and impact of
teacher communication on their child’s learning and school experience in a thirdgrade online environment?
This research question was addressed using both the closed- and open-ended
responses from the parent perception survey. The goal was to understand how families
interpreted the role of teacher communication in their child’s academic experience and
overall satisfaction with school.

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Quantitative survey data indicated that a significant majority of parents believed
teacher communication was beneficial. Specifically, 82 percent reported that
communication helped them support their child’s learning, and approximately 60 percent
felt it improved class engagement. Nearly half (48 percent) believed it helped improve
academic grades, while over 60 percent indicated that teacher communication factored
into their decision to re-enroll in PAcyber. Among those who had students enrolled in the
prior school year, the majority rated the current year’s communication as better or equally
effective.
Table 7
Parent Perceptions of Communications
Survey Question

Percent Agree (%)

Helped support learning

82

Improved engagement

60

Improved academic grades

48

Influenced enrollment

61

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Table 8
Cross-Tabulation: Parent Perception of Communication vs. Student Grades
Parent Perception of

Average ELA Grade (%)

Average Math Grade (%)

Yes

84.2

86.1

No

76.4

78.5

Improved Learning

Figure 5
Effectiveness of Communication

In addition to scaled response data, qualitative responses provided deeper insight
into parental experiences. Thematic analysis of these open-ended responses revealed

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several dominant patterns. Many parents emphasized the value of supportive and
consistent contact with the teacher. One parent wrote, “Knowing the teacher is active and
aware of my child helps me stay on track.” Others highlighted the importance of
feedback and communication clarity, such as in the statement, “Her teacher’s feedback
gave her confidence.” These comments were categorized under themes such as
“Supportive Communication” and “Clarity and Access.”
Table 9
Representative Parent Quotes by Theme
Theme

Representative Quote

Supportive Communication

“Knowing the teacher is active and aware
of my child helps me stay on track.”

Clarity and Access

“Her teacher’s feedback gave her
confidence.”

Lack of Contact

“No one personally communicated with
my unless I reached out.”

Conversely, some parents expressed dissatisfaction with communication practices.
For example, one noted, “No one personally communicated with me unless I reached
out,” which reflects a sense of limited outreach and was coded under “Lack of Contact.”
This contrast indicates that while many families experienced the benefits of structured
communication, others did not find those strategies effective or sufficiently implemented.
These findings align with literature discussed in Chapter 2, including Glanz’s
engagement frameworks, which emphasized the importance of family engagement in

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online learning environments (Glanz, 2006). The positive correlation between parent
perceptions and academic gains observed in earlier sections reinforces the role of
communication as an influential factor in online education.
Summary
The data presented in this chapter include multiple sources used to explore the
relationship between teacher communication and student outcomes within a third-grade
online learning context. Quantitative data sources included final grades in core subject
areas, attendance records, performance on Exact Path diagnostic assessments in reading
and math, and parent perception survey responses. Each data set was cleaned, organized,
and analyzed independently and then triangulated to identify consistent patterns within
the sample.
Descriptive statistics were used to summarize student performance across
subjects, including counts and percentages of students meeting grade-level expectations.
Attendance data were reported in terms of the number of absences recorded for each
student, with averages calculated for the cohort. Exact Path diagnostic scores were
analyzed by domain and instructional level to evaluate student placement and changes in
readiness. Final grades were reported by subject to determine overall academic standing.
Each quantitative dataset was examined for trends and associations relevant to the
research focus.
Correlation analyses were conducted to identify relationships between
communication-related variables and student outcomes. These analyses explored
potential associations between parent-reported communication experiences and measures

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such as student attendance, diagnostic growth, and final course grades. Correlations were
calculated using Pearson’s r, and where data sets involved different scales or categorical
responses, cross-tabulations and comparison of group means were applied.
Qualitative data were drawn from open-ended parent survey responses. These
comments were coded using a constant comparative method to identify recurring themes
related to the quality, frequency, and impact of teacher communication. Coding categories
were refined through iterative review, and keyword-in-context (KWIC) analysis
supported the categorization of parent responses (Leech & Onwuegbuzie, 2007).Themes
were reported in terms of their frequency and the descriptive content shared by families,
with selected anonymized quotes included to illustrate each thematic group.
All datasets were reviewed both independently and comparatively to examine
potential areas of convergence or divergence in patterns. The analysis maintained a strict
focus on what was present in the data, including reported frequencies, statistical
relationships, and coded qualitative categories. This chapter reports all procedures and
findings as they were derived from the collected data sets and lays the foundation for
interpretation and broader discussion in the next chapter. Chapter 5 will explore the
implications of these results, connect them to existing literature, and offer
recommendations for practice and future research.

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Chapter 5
Conclusions and Recommendations
As stated in Chapter 1, the purpose of this study was to examine the impact of
consistent, targeted teacher communication on student academic outcomes, engagement,
and parent perceptions within a third-grade online learning environment. The need for
this inquiry emerged from a documented decline in teacher-family communication and
student participation as learners advanced into third grade, a concern underscored by
attendance data, academic performance trends, and stakeholder feedback collected during
prior years.
The intervention was designed in direct response to this challenge. It introduced a
structured communication strategy implemented by third-grade teachers at PAcyber,
emphasizing regular, personalized outreach and feedback. This initiative aimed to build
stronger relational trust between families and educators, a strategy supported by the
theoretical foundations explored in Chapter 2. In particular, Epstein’s model of familyschool partnerships (Epstein, 2018) and Glanz’s engagement frameworks (Glanz, 2006)
were used to frame the intervention’s design and its anticipated outcomes.
Methodologically, this study employed a convergent mixed-methods approach,
integrating quantitative measures, such as final grades, attendance, and diagnostic
assessments, with qualitative insights derived from parent survey responses. As detailed
in Chapter 3, the use of two cohorts, including a control (baseline) group and an
intervention group, allowed for comparative analysis across data types.

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This chapter presents conclusions drawn from the findings reported in Chapter 4.
It synthesizes results across all three research questions and offers summative judgments
on the effectiveness of the intervention. Implications for instructional practice, program
design, and resource allocation are considered in the context of school and district
decision-making. The chapter concludes with recommendations for future research and
reflective planning to guide continued improvement in family communication and student
support.
Conclusions
The findings of this study affirm that consistent, targeted communication from
teachers can serve as a meaningful lever to improve academic outcomes, strengthen
student engagement, and enhance parent perceptions of support in an online elementary
learning environment. These conclusions are grounded in analysis from two third-grade
cohorts at PAcyber and supported by both quantitative performance indicators and
qualitative insights collected through a convergent mixed-methods design.
Students in the intervention cohort outperformed their baseline peers across all
measured subjects, with average final grades in English Language Arts (ELA), Math,
Science, and Social Studies rising by more than ten percentage points. These
improvements were not only statistically significant but were also accompanied by large
effect sizes (Cohen’s d ranging from 0.86 to 1.02), which are substantial by educational
research standards and suggest strong intervention impact. Such magnitude of change is
rarely observed in educational interventions and warrants deeper interpretation. It is
possible that the structured, recurring communication with families created an

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environment of heightened accountability, transparency, and relational trust. When
teachers called home consistently, families reported a clearer understanding of
expectations, earlier awareness of missing assignments, and greater confidence in how to
support learning. These findings align with Kraft and Rogers (2015), who demonstrated
that weekly teacher messages dramatically reduced course failure rates, and Borup et al.
(2013), who found that voice-based communication between teachers and parents in
virtual settings correlated with improved student outcomes.
Furthermore, qualitative data from the parent perception survey illuminated the
emotional and relational components that likely contributed to academic growth. Many
families described the communication as “motivating,” “reassuring,” and “helpful in
redirecting our focus.” Several noted that hearing from a teacher directly made their child
“feel seen,” which in turn appeared to boost student self-efficacy and willingness to
engage in learning. These affective dimensions of learning are often less visible in
quantitative metrics but were repeatedly emphasized in parent reflections and are critical
for sustaining academic success in online environments.
Paradoxically, while academic performance improved, student attendance
declined in the intervention cohort, falling from an average of 97.34 percent to 90.02
percent. This outcome was unexpected and initially appears to contradict the hypothesis
that stronger communication improves engagement. However, qualitative data reveal a
more complex picture. Over 60 percent of parents agreed that teacher communication
improved their child’s engagement in live sessions, and open-ended responses frequently
cited increases in participation, focus, and motivation. This suggests that while
attendance, as traditionally measured through log-in records, may have decreased, the

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quality of engagement, what Garrison et al. (2000) might refer to as cognitive and social
presence, may have strengthened. This tension aligns with Archambault et al. (2013),
who introduced the concept of "cybertruancy" and cautioned against relying solely on
attendance logs to measure student engagement in virtual settings.
This finding raises critical questions about how online schools define and monitor
participation. The data suggest that attendance may not adequately reflect the emotional
and intellectual investment students make in their learning. For example, a student who
logs in daily but disengages mentally may appear compliant on paper but remain
unmotivated, whereas a student who misses a session but follows up proactively may be
highly engaged. Thus, the divergence between lower attendance and higher reported
engagement underscores the need for schools to adopt more nuanced, multi-dimensional
engagement metrics.
The parent perception data further validated the effectiveness of the intervention.
Eighty-two percent of parents agreed that communication helped them support their
child’s learning, and over 60 percent indicated that communication influenced their
decision to re-enroll in PAcyber for the following year. These are powerful outcomes in
the context of virtual education, where maintaining strong family-school relationships
can be challenging. Thematic analysis revealed recurring parent comments such as
“Knowing the teacher was aware of my child’s progress kept me more accountable as a
parent,” and “Her teacher’s encouragement gave her the confidence to try harder.” These
insights suggest that communication served not just as an information-sharing tool, but as
a vehicle for building relational trust and shared ownership of student success.

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However, the qualitative data also highlighted inconsistencies in implementation.
While the intervention called for monthly outreach, some parents reported receiving only
one to three phone calls throughout the year. This uneven application suggests that while
the framework was effective, its impact was diminished by inconsistent execution. This
reinforces the need for clearer monitoring systems, supportive teacher training, and the
inclusion of communication fidelity as a professional expectation aligned with
instructional responsibilities.
In sum, the findings from this study suggest that structured teacher
communication is more than a supplementary strategy, it is foundational to effective
online instruction. The significant academic gains, coupled with enhanced parental
support and increased emotional engagement, point to the power of intentional outreach
in virtual education. These results also prompt a reexamination of how online schools
define and measure engagement, urging a shift toward more holistic, student-centered
metrics that reflect the full range of learning experiences.
Theoretical Implications
The results of this study strongly align with and reinforce the theoretical models
that framed its design and implementation. In particular, Epstein’s Framework of School,
Family, and Community Partnerships (Epstein, 2018), Hoover-Dempsey and Sandler’s
Model of Parental Involvement (Hoover-Dempsey & Sandler, 2005), and the Community
of Inquiry (CoI) Framework (Garrison et.al., 2000) provide critical lenses through which
the findings can be interpreted.

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Epstein’s Model identifies six types of involvement, including parenting,
communicating, volunteering, learning at home, decision-making, and collaboration with
the community (Epstein, 2018). This study’s intervention, structured monthly
communication between teachers and families, centered most directly on the second type:
communication. The overwhelmingly positive parent responses, as well as the
statistically significant academic gains, suggest that communication is not a passive
exchange of information but an active, bidirectional process that strengthens the parentschool partnership. Many parents noted they felt “more empowered,” “more connected,”
or “more informed” as a result of the communication. These statements reflect Epstein’s
emphasis on schools taking the initiative to invite and sustain family involvement through
consistent and meaningful outreach (Epstein, 2018).
The data also lend support to Hoover-Dempsey and Sandler’s model, which posits
that parents’ involvement in their child’s education is influenced by their motivational
beliefs, their perception of invitations to become involved, and their contextual life
demands (Hoover-Dempsey & Sandler, 2005). One of the most salient findings of this
study was that many parents felt that teacher communication served as an invitation, a
clear signal that their role in supporting their child’s education was both valued and
expected. Several parents expressed that the regular phone calls “opened the door for
conversation” or gave them “permission to ask questions.” These responses illustrate the
model’s assertion that school outreach serves as a catalyst for parental engagement.
Moreover, this study’s alignment with Hoover-Dempsey’s work highlights the idea that
engagement is not only driven by internal motivation but also shaped by external

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conditions, namely, the frequency and quality of teacher communication (HooverDempsey & Sandler, 2005).
The findings also intersect meaningfully with the Community of Inquiry (CoI)
Framework, which emphasizes the importance of teaching presence, cognitive presence,
and social presence in online learning (Garrison et. al., 2000). This study suggests that
teacher-parent communication may serve as a powerful extension of teaching presence
beyond the virtual classroom. When teachers regularly reached out to families to share
observations, data, or encouragement, they reinforced their role as facilitators and guides
in the learning process. In turn, this enhanced cognitive presence by prompting parents to
reflect on their child’s learning behaviors and engagement strategies at home. Some
parents reported that the teacher calls “helped me understand where she was struggling”
or “gave me ways to help with math,” indicating that the communication also activated
new learning conversations in the home environment. Additionally, the social presence,
the sense of connection, trust, and belonging, was elevated for both students and parents.
Parents often used phrases like “felt heard,” “felt supported,” and “felt like part of the
team,” suggesting that voice-based communication humanized the virtual experience and
contributed to a stronger sense of school community.
Taken together, the results of this study provide robust evidence that wellstructured, consistent communication strategies can activate multiple dimensions of these
frameworks. By validating their core assumptions in a third-grade online context, this
study not only supports existing theoretical models but also helps extend their
applicability to cyber education and early elementary learners, a population often
overlooked in the research literature.

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Limitations
While the findings of this study offer compelling evidence that structured teacher
communication can enhance academic outcomes and family engagement, several
limitations must be acknowledged. These limitations do not diminish the value of the
results but rather provide important context for interpreting the data and for designing
future studies.
Inconsistent Implementation Fidelity
One of the most notable limitations was the variation in teacher adherence to the
communication protocol. Although the intervention called for monthly voice-to-voice
contact with families, parent survey responses and SIS logs revealed that many teachers
made fewer calls than intended. This inconsistency introduces ambiguity into the
treatment exposure across participants and likely diluted the full potential impact of the
intervention. Without uniform implementation, it is difficult to attribute outcomes solely
to the intervention or to determine which students received its intended dosage.
Variability in Communication Quality
In addition to frequency, the content and tone of the teacher communication were
not standardized or measured. While some families described their interactions as highly
supportive and informative, others felt the outreach was limited or impersonal. This
variability in quality adds another layer of complexity. The study cannot determine
whether it was the existence of communication, the depth of that communication, or the
relational rapport between teacher and family that drove the positive outcomes. Future

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studies should incorporate measures of communication quality, such as coded transcripts
or standardized call rubrics.
Reliance on Self-Reported Parent Perception Data

The qualitative findings were derived from an anonymous electronic parent perception
survey. While these insights added depth and triangulation to the quantitative results, selfreported data are inherently susceptible to response bias, social desirability effects, and
selective memory. Moreover, parents who responded to the survey may not be
representative of the broader parent population. It is possible that those with stronger
relationships to their child’s teacher were more likely to participate.
Single-Year, Single-Setting Design

The study was conducted over the course of a single school year within a single virtual
charter school. This limited timeframe restricts the ability to draw conclusions about the
long-term sustainability of the intervention. Similarly, while PAcyber serves a
geographically diverse student body, it remains one institutional context with its own
policies, culture, and infrastructure. Generalizing these results to other cyber schools,
hybrid programs, or traditional settings should be done with caution.
Lack of Subgroup Analysis

Although the student sample was demographically diverse, this study did not
disaggregate data by subgroup (e.g., students with IEPs, English language learners, racial

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or socioeconomic categories). Without this level of analysis, it remains unclear whether
structured communication had differential effects across populations. Given that
communication barriers and engagement challenges can be shaped by cultural, linguistic,
or resource-related factors, future studies should explore how interventions like this
function across specific student and family subgroups.
Attendance and Engagement Measurement Constraints

Another key limitation lies in how student engagement was measured. The study
relied primarily on attendance logs, which do not fully capture the multidimensional
nature of engagement, particularly in online learning environments. While qualitative
data suggested increased emotional and cognitive engagement, these elements were not
directly measured through validated instruments. As such, any claims about engagement
beyond attendance must be interpreted as suggestive rather than conclusive.
Uncontrolled External Variables
As with any real-world intervention, this study unfolded in a dynamic environment
influenced by factors beyond the researcher’s control. These include potential differences
in teacher experience, changes to curriculum, mid-year staffing adjustments, and broader
policy or environmental shifts that may have affected student performance or parent
perceptions. Without a randomized control or matched cohort design, these confounding
variables cannot be ruled out.
Despite these limitations, the study provides a strong foundation for future inquiry.
Each of these constraints informs the recommendations outlined earlier and helps frame

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the next phase of research needed to refine, replicate, and extend the findings across
diverse settings.
Implications for Practice

The findings of this study present several actionable implications for educators,
administrators, and policymakers seeking to improve academic outcomes and student
engagement in online learning environments. The evidence suggests that consistent,
personalized teacher-family communication is not simply a best practice, it is an essential
component of effective virtual instruction. Implementing these practices with fidelity and
intention can enhance student achievement, build stronger relationships with families,
and support long-term school improvement goals.

Institutionalize Structured Communication Protocols

Given the academic gains observed in this study, schools should consider formalizing
a structured communication framework. This involves more than encouraging teachers to
“stay in touch.” Instead, it requires setting clear expectations for communication
frequency, topics, and documentation. The study’s protocol of monthly outreach can
serve as a model, but flexibility should be built in to accommodate varying family needs.
Making structured outreach a formal part of instructional planning and teacher
evaluation, particularly under Domain 4C of the Pennsylvania Framework for Teaching,

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can ensure it becomes embedded in school culture rather than treated as optional
(Pennsylvania Department of Education, n.d.).

Provide Professional Development on Effective Family Engagement

Not all teachers feel equally confident or prepared to engage families by phone or
through personal outreach. Professional development should go beyond compliance
training and instead focus on building relational communication skills, such as how to
initiate challenging conversations, how to use asset-based language, and how to build
trust across cultural or socioeconomic differences. Coaching and role-play opportunities
can further support teacher readiness, especially for those new to virtual instruction.

Develop Tools to Track Communication Fidelity and Impact

To ensure the effectiveness of outreach efforts, schools should implement systems to
monitor and support communication practices. These tools could include teachermaintained communication logs, monthly SIS-generated reports, and periodic family
pulse surveys. Importantly, the goal should be formative, not punitive, to provide teachers
and administrators with visibility into trends, highlight areas for celebration, and identify
families who may need additional support. Tracking communication should also include
qualitative notes where appropriate, to ensure that the quality of interactions is considered
alongside quantity.

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Expand Definitions of Engagement Beyond Attendance

This study found a disconnect between attendance rates and perceived engagement,
suggesting that traditional log-in metrics may not reflect a student’s actual connection to
learning. Schools should consider developing multi-dimensional engagement dashboards
that include live class participation, Learning Path usage, student feedback, parent input,
and teacher observations. These broader metrics can offer a more accurate picture of
student involvement and inform more tailored interventions.

Empower Families as Partners in Learning

Many families in this study reported feeling “more confident” or “better able to help”
their children as a result of regular communication. Schools should build on this
momentum by providing family-facing tools, such as progress dashboards, academic tip
sheets, or scheduled check-ins, that support parents as instructional allies. Schools might
also consider establishing virtual parent support networks or office hours, where families
can access guidance or simply connect with others navigating similar challenges.

Adapt Communication Strategies to Meet Family Preferences

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Although phone calls were the focus of this study, some families indicated a preference
for other modes, such as text messaging or email. A next-level approach to
communication may involve layered strategies, where schools identify parent preferences
early in the year and tailor outreach accordingly. This kind of adaptive communication
supports equity by honoring different family contexts while preserving the relational
benefits of voice-to-voice contact when appropriate.

Align Communication Practices with Retention and Fiscal Goals

From a systems-level perspective, improved communication strategies may have a
downstream impact on student retention, which is critical for the financial health of cyber
charter schools. As noted in the literature, student retention is more cost-effective than
recruitment, particularly in schools with high technology and onboarding costs.
Leadership teams should consider including communication metrics in school
improvement plans and retention strategies, recognizing their dual impact on student
success and financial sustainability.
These implications point to a broader truth that emerged from the study: in virtual
education, communication is not ancillary, it is essential. When teachers reach out
consistently and with purpose, they do more than deliver information; they establish trust,
spark motivation, and cultivate shared ownership of student success. The success of this
relatively simple intervention suggests that meaningful improvements in academic and
engagement outcomes are not always dependent on new technology or large-scale

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programs. Rather, they often stem from intentional, human-centered practices that
prioritize relationships. While the data presented in this study offer a compelling case for
adopting structured communication protocols in online learning environments, they also
raise important questions about sustainability, adaptation across settings, and the evolving
needs of families. These questions shape the foundation for future research and continued
inquiry.
Recommendations for Future Research

While this study yielded compelling evidence in support of structured teacher-family
communication, it also raised several questions and opportunities that warrant further
investigation. To build on the findings presented here, future research should consider the
following directions:

Conduct Longitudinal Studies to Assess Sustained Impact

This study examined outcomes over the course of a single academic year. While
results showed significant gains in academic performance and parent perceptions, the
long-term effects of structured communication are unknown. Longitudinal studies could
explore whether continued implementation leads to sustained academic growth, stronger
student-teacher relationships, or improved student retention over multiple years.
Additionally, examining whether early exposure to consistent communication habits
influences student self-regulation and engagement in later grades would be particularly
valuable.

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Compare Communication Modalities and Their Relative Impact

This study focused on phone calls as the primary mode of outreach. However, parent
feedback indicated varied preferences, including interest in email, texting, or video-based
communication. Future research should investigate the comparative effectiveness of
different communication methods, including combinations of modalities. Experimental or
quasi-experimental studies could examine whether certain formats yield greater gains in
engagement, attendance, or parent satisfaction, and whether these effects vary based on
student age, family demographics, or language access.

Explore Implementation Across Other Grade Levels

While third grade was intentionally selected due to its transitional importance, there is
strong rationale for examining how similar interventions may impact students at other
stages of development. Future studies could investigate whether structured
communication produces comparable results in earlier grades (where parent dependence
is higher) or upper elementary grades (where independence and complexity increase).
Comparing effects across developmental stages would provide valuable insight for K–12
online schools seeking to scale communication protocols system-wide.

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Investigate Communication Effects Across Student Subgroups

This study treated the third-grade cohort as a whole; however, outcomes may vary
across important subgroups, including students with IEPs, English language learners,
economically disadvantaged students, or students from underrepresented racial and ethnic
backgrounds. Disaggregating data in future research would help identify whether
structured communication differentially benefits, or inadvertently misses, certain
populations. Such analyses could guide schools in developing more targeted engagement
strategies that address equity and inclusion goals.

Examine Teacher-Level Variables and Fidelity of Implementation

Variation in teacher implementation was identified as a key limitation in this study.
Future research should explore how teacher beliefs, communication skills, workload, or
professional background influence their ability to carry out consistent outreach. Mixedmethods research could pair communication logs with teacher interviews or reflective
journals to gain a deeper understanding of what supports or hinders fidelity. Additionally,
identifying effective professional development strategies could strengthen the
sustainability of communication interventions across diverse teaching teams.
Redefine and Measure Engagement in Multi-Dimensional Ways
The finding that academic performance improved while attendance declined
underscores the need for more nuanced definitions of engagement in virtual education.

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Future research should aim to develop and validate multi-dimensional engagement
metrics that include not only attendance, but also cognitive participation, emotional
connection, interaction in class activities, and asynchronous platform usage. Such
measures would provide a more holistic understanding of student involvement and offer
better alignment with parent and teacher observations.
Investigate the Link Between Communication and Family Retention
While this study included a single survey item addressing whether communication
influenced re-enrollment decisions, a more focused study could explore this link in
greater detail. Future research might examine how communication practices affect family
satisfaction, school loyalty, and decisions to remain enrolled in virtual charter settings.
This line of inquiry could inform both academic and fiscal policy decisions, particularly
in schools where retention is essential to long-term sustainability.
The recommendations outlined above reflect the natural next steps for expanding this
body of research and strengthening its relevance across educational settings. As online
learning continues to evolve, so too must our understanding of how human connection,
facilitated through thoughtful communication, shapes the experiences of students and
families. By pursuing these future lines of inquiry, researchers and practitioners alike can
continue building a more comprehensive, equitable, and effective model for virtual
education that places relationships at the center of student success.
Summary
This study set out to investigate a deceptively simple question: what happens when
teachers in an online school consistently and intentionally reach out to the families of

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their students? The answer, grounded in data and enriched by lived experience, is both
affirming and transformative. Structured, voice-based communication between teachers
and families is not merely helpful, it is demonstrably impactful. The findings of this
research confirm that consistent outreach led to statistically significant academic gains
across every core subject. Students in the intervention cohort outperformed their peers by
more than ten percentage points in ELA, Math, Science, and Social Studies. These
results, accompanied by statistically significant gains and large effect sizes, stand as
strong evidence that something as accessible as a monthly phone call can change the
academic trajectory of online learners.
What makes these results even more compelling is the way they mirror the qualitative
voices of families themselves. The numbers tell one story; the words tell another, but both
arrive at the same truth. Parents described the communication as “supportive,”
“motivating,” and “confidence-building.” They felt more informed, more empowered,
and more engaged in their children’s learning. These expressions reflect key dimensions
of Epstein’s model of school-family-community partnerships, especially the role of
schools in initiating meaningful communication and shared decision-making. When
schools create structured pathways for engagement, families respond, not passively, but
actively, in ways that shape student learning outcomes.
Moreover, the study illustrates how Hoover-Dempsey and Sandler’s model of parental
involvement plays out in real time (Hoover-Dempsey & Sandler, 2005). Many parents
noted that they had not previously viewed themselves as instructional partners in the
online space. Yet when communication was initiated by teachers, families reported
feeling “invited” and “included.” Their motivational beliefs shifted, and their engagement

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107

with their child’s learning deepened. This interplay between teacher initiative and parent
response affirms the idea that family involvement is not merely a function of willingness,
it is also a product of access, context, and school behavior. When teachers open the door,
families are more likely to step through it.
The findings also challenge schools to think differently about how we define and
measure engagement, particularly in online environments. While attendance rates in the
intervention cohort declined slightly, parent-reported engagement and emotional
connection increased. This seemingly contradictory pattern echoes concerns raised by
Archambault et al. (2013) regarding "cybertruancy" and the inadequacy of attendance as
a proxy for genuine participation. Parents observed that their children were “more
confident in class,” “participating more,” and “less anxious,” indicators that reflect
cognitive and social presence as described in the Community of Inquiry (CoI) Framework
(Garrison et. al., 2000). These forms of engagement may not always be visible in
attendance logs, but they are no less critical to academic success.
Taken together, these results underscore a profound truth about virtual education:
learning happens at the intersection of instruction and relationship. When the relational
thread between teacher and family is strong, students are better positioned to engage,
persist, and succeed. This study reinforces the idea that in online schools, where physical
presence is absent, relational presence must be intentionally constructed. It is not enough
to provide high-quality curriculum or digital access. Without the relational infrastructure,
consistent, authentic communication, these tools cannot reach their full potential.
The implications of this work extend beyond PAcyber. In a broader educational
landscape where schools are increasingly turning to hybrid or fully online models, the

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findings offer an adaptable, cost-effective intervention that does not require new
software, new staff, or new funding. What it requires is commitment: a belief that
connection matters, and a willingness to embed that belief into practice. Structured
communication can and should be treated as a form of instructional design, one that
complements pedagogy, strengthens school climate, and enhances learning.
This study also affirms the power of practitioner research. This study was undertaken
not only to investigate a problem but to identify practical solutions that could be
implemented within the context of an online learning community. The process of
analyzing data, interpreting family feedback, and identifying emergent patterns affirmed
what has become increasingly evident in both practice and research: communication is
not an accessory to education, it is its backbone. This capstone represents not an
endpoint, but a launchpad. It points toward a vision of online education that is not merely
efficient, but human, where every student is more than a login and every family is more
than a contact record.
In closing, the data are clear, the voices are strong, and the message is simple: when
teachers call, students succeed. When schools prioritize connection, learning deepens.
And when communication is treated as essential, not supplemental, virtual education
becomes not just possible, but personal, powerful, and profoundly effective.

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Appendices

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Appendix A: IRB Approval

Institutional Review Board
250 University Avenue
California, PA 15419
instreviewboard@pennwest.edu
Melissa Sovak, Ph.D.
Dear Shawn,
Please consider this email as official notification that your proposal titled “The
Impact of Targeted Family Communication on Student Engagement and Learning
outcomes in Online Education” (Proposal #PW24-048) has been approved by the
Pennsylvania Western University Institutional Review Board as submitted.
The effective date of approval is 10/11/2024 and the expiration date is 10/10/2025.
These dates must appear on the consent form.
Please note that Federal Policy requires that you notify the IRB promptly regarding
any of the following:
(1) Any additions or changes in procedures you might wish for your study
(additions or changes must be approved by the IRB before they are implemented)
(2) Any events that affect the safety or well-being of subjects
(3) Any modifications of your study or other responses that are necessitated by any
events reported in (2).
(4) To continue your research beyond the approval expiration date of 08/15/2025,
you must file additional information to be considered for continuing review. Please
contact instreviewboard@calu.edu
Please notify the Board when data collection is complete.
Regards,
Melissa Sovak, PhD.
Chair, Institutional Review Board

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120

Appendix B: Informed Consent
Parent Perception Survey Information and Consent
General Nature of Survey: This survey is part of an action research study that is looking
at your perception of phone communication you received as a parent or guardian and the
impact it had on your student’s academic success. You are being asked to complete an
eleven-question electronic survey. Your responses will be analyzed to identify
connections between your perceptions of the communication you received and the impact
on PAcyber 3rd grade student’s learning and achievement. As the primary researcher I can
be contacted regarding any questions or concerns involving the survey or participation in
the survey.
Primary Researcher:
Shawn Lanious, Doctoral Student, California University of Pennsylvania
617 Midland Avenue, Midland, Pennsylvania 15059
724-888-7918
LAN3560@pennwest.edu
Faculty Advisor:
Dr. Stephanie Williams, PennWest University
s_williams@PennWest.edu
Participation in this survey is voluntary.
By completing and submitting the survey the participant is consenting to the data being
used for the action research study.
The participant can withdrawal consent at any time by not completing and submitting the
survey. All surveys left incomplete and not submitted will not collect any data.
There is no penalty for not completing the survey. There is no reward for completion of
the survey.
All data will be kept confidential. The participant remains anonymous. At no time will
the survey collect the respondent’s name, email address, or identifying information.
There are minimal risks to the participant by completing the survey.
All data collected will have no identifiable information and will be stored in a secure
location on via a password protected account. No hard copies or individual copies of any
survey will be retained.
All student information used will be de-identified by an honest broker, PAcyber, and will
be turned over to the researcher in a de-identified state. Data that will be collected and
provided will be deidentified 3rd grade end of quarter and end of course grades, 3rd grade

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student attendance, 3rd grade Exact Path scores, and 3rd grade PSSA scores. Deidentified
means that there will be no means to match an individual student to any of the data.
The action research and survey have been:
_________ by the PennWest University Institutional Review Board. This approval is
effective __/__/__ and expires __/__/__

Appendix C: Honest Broker Statement
As an honest broker responsible for deidentifying and providing data to researchers, I
acknowledge and agree to the following:
1. I will maintain strict confidentiality of all data I handle in the process of
deidentification and transfer to researchers.
2. I will adhere to all applicable regulations, policies, and best practices for
protecting human research participants, including but not limited to:
•

The Health Insurance Portability and Accountability Act (HIPAA) Privacy
Rule

•

The Common Rule (45 CFR 46)

•

PAcyber’s Institutional policies on data security and confidentiality

3. I will use appropriate safeguards and security measures to protect the data from
unauthorized access or disclosure.
4. I will only provide deidentified data to authorized researchers as approved for
their specific research protocol.
5. I will not attempt to re-identify any deidentified data or contact research
participants.
6. I will report any potential breaches of confidentiality or other issues related to
human subject protections to the appropriate institutional authorities immediately.
7. I understand that failure to uphold these responsibilities may result in disciplinary
action and/or legal consequences.
By signing below, I affirm that I have read, understand, and agree to uphold these
responsibilities in my role as an honest broker.

THE IMPACT OF TARGETED FAMILY COMMUNICATION
Signature: ______________________ Date: ____________Printed Name:
___________________

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THE IMPACT OF TARGETED FAMILY COMMUNICATION
Appendix D: Teacher Communication Protocol
2024-2025 K-5 Academy
3rd Grade Teacher Communication Protocol
Communication Expectation:
All teachers should communicate with parent/guardian of all students once per month
during the 2024-25 school year.
September - May
Topics of Discussion:
Grades
Pacing
Data
Concerns
Praises
Live Class Updates
Documentation:
All teachers will log their call into the student’s Genius Communication Log.

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Self-Tracking Progress:
You can pull your own data at anytime to see who you need to contact, the length of time
since contact, and the last type of contact.
Step 1:

Step 2:

Step 3:

(Your report will have all of your students, their current grades, their current pacing, last
contact date, and mode of contact)
K-5 Tracking:
We will send an update of call progress on the 25th of each month, beginning with
October 25th.

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Appendix E: Survey Instrument
Parent Perception Survey Instrument
1. How many times did the 3rd grade teacher contact you via live voice communication
(telephone or live online meeting)?
None
1-3 times
3-6 times
6-9 times
9 or more times
2. In your opinion the communication frequency was
Just Right
Too Much
Not Enough
3. Based on your answer to question 2, what are the reasons you feel this way?
4. Do you feel that communication from the teacher helped you support your student?
5. Do you feel that communication from the teacher helped increase your student’s
engagement in live class sessions?
Yes
No
Unable to Answer
6. Based on your answer to question 5, why do you feel the communication increased
your student’s engagement in the live class session?
7. Do you feel the communication from the teacher helped improve your student’s overall
attendance?
Yes
No
Unable to Answer
8. Based on your answer to question 7, why do you feel the communication improved or
did not improve your student’s attendance?
9. Do you feel the communication from the teacher helped improve your student’s
academic grades in the core subjects of ELA, Math, Science, and Social Studies?
Yes
No
Unable to Answer
10. Based on your answer to question 9, why do you feel communication improved or did
not improve your student’s grades in the core subjects of ELA, Math, Science, and Social
Studies?
11. Does consistent communication from the teacher impact the decision for your child
enrollment in PAcyber for next school year?

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126

Yes
No
Unable to Answer
12. Was your student enrolled in PAcyber last school year, 2023-2024?
Yes
No
13. If you answered yes to question 12, would you say that communication between your
student’s teacher and you were better than last school year 2023-24?
Yes
No
Unable to Answer
14. Based on your answer to question 13, why do feel communication was better or
worse in the 2023-24 school year?

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127

Appendix F: Data Matrix

Analysis
Techniques
Descriptive
Statistics,
Independent
RQ1: What impact does
Final
consistent, targeted
Samples t-test,
Grades,
Quantitative
Mann-Whitney
communication from teachers Exact Path
&
have on student academic
Diagnostics,
U Test, Levene’s
Qualitative
Test, Cohen’s d,
outcomes in a third-grade
Parent
Thematic
online learning environment? Survey
Coding, CrossTabulation
Descriptive
RQ2: How does consistent
Statistics,
teacher communication impact Attendance
Levene’s Test, tQuantitative
student engagement, as
Records,
test, Mann&
measured by attendance and
Parent
Whitney U Test,
Qualitative
participation, in a third-grade Survey
Cohen’s d,
online learning environment?
Thematic
Coding
RQ3: How do parents perceive Parent
Frequency
the effectiveness and impact of Survey
Quantitative Analysis,
teacher communication on
(Closed&
Thematic
their child’s learning and
Ended +
Qualitative Coding, Crossschool experience in a thirdOpenTabulation
grade online environment?
Ended)
Research Question

Data Sources Data Type

Triangulation

Grades +
Diagnostics +
Parent
Perception
Themes

Attendance +
Perception
Responses +
Quotes

Survey Ratings
+ Qualitative
Themes +
Academic
Performance

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128

Appendix G Raw Data Distributions
This appendix includes visual representations of raw data distributions for key
academic indicators referenced in Chapter 4. These figures help illustrate the variability,
central tendency, and shape of the distributions for both the baseline and intervention
cohorts. The inclusion of these distributions aligns with transparency and replication
standards set by the EdD Capstone Guidelines.

Figure G1. Distribution of Final ELA Grades (Baseline vs. Intervention)

Figure G2. Distribution of Final Math Grades (Baseline vs. Intervention)

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129

Figure G3. Distribution of Reading Diagnostic Growth (Baseline vs. Intervention)

Figure G4. Distribution of Math Diagnostic Growth (Baseline vs. Intervention)

These visuals confirm and contextualize the statistical findings reported in Chapter 4 by
providing a clearer understanding of score spread, skew, and potential outliers in the data
sets.