Variables that facilitate or hinder parent involvement (PI) in education and schools were explored, along with the amounts of time parents spent in various activities. A total of 506 participants from San Diego and Imperial Counties completed the first part of the study (1) designed to assess parents' beliefs about involvement with their child's school and education. Of these same participants, 357 self‐selected parents also chose to complete a second part of the study (2) that assessed the amount of time parents spend in education‐related activities. Factor analysis of the 506 participant responses revealed four school perception factors related to parent attitudes: (a) communication, (b) familiarity, (c) sensitivity, and (d) support. Factor analysis of the 357 participant responses to the time factors also revealed four involvement areas: (a) general school issues, (b) specific school issues, (c) extracurricular school activities, and (d) specific help. Significant relationships were found among three of the attitudinal factors (sensitivity, familiarity, and support) and various time factors, including total involvement time, general issues, specific problems, and extracurricular issues. Further, significant differences among means were found for both the school perception factors and the time factors based on ethnic background, income, and marital status. Recommendations for increasing parent involvement and formulating public policy are discussed. © 2002 Wiley Periodicals, Inc.

Students with exceptional learning needs should not be denied access to special education programs because of their language or race. However, such factors should not be ignored either. This paper examines the issue of disproportionate representation of limited-English proficient Hispanic students in classes for the learning disabled. On-site reviews of school districts suggest inadequate assessment, evaluation, placement, and re-evaluation of limited-English proficient Hispanic students. Sixteen policy considerations are provided in an effort to help school districts to ensure that limited-English proficient learning disabled students receive equal access to appropriate learning opportunities.

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