Culminating Project Title
Date of Award
Culminating Project Type
Educational Administration and Leadership, K-12: Ed.D.
Educational Administration and Higher Education
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Dyslexia, School Satisfaction, Parent Perspective, Central Minnesota, Dyslexic Children
Statement of the Problem According to Washburn, Joshi and Cantrell (2011) reading disabilities, such as dyslexia, affect 15-20% of the general population. Educational leadership requires school administrators to educate all students, regardless of their learning styles. With dyslexia affecting an estimated 15-20% of the school population (Washburn et al., 2011), it would be reasonable to assume that students with dyslexia are being underdiagnosed, and therefore underserved. Consequentially, potential revenue may be lost by public schools whose parents are choosing to enroll their child in the private sector because of past or perceived dissatisfaction in the public school’s ability to meet the need of their dyslexic child/ren. Parents are the ultimate consumers of public education. As the care providers and decision makers for their child’s education, it would be of interest for educational leaders to understand the satisfaction levels of parents with dyslexic children. [However] there is limited research on the perspectives of parents when evaluating perceived satisfaction with different school environments for their dyslexic students.
Study Purpose The purpose of the study was to examine perceived levels of satisfaction of public, private and home school learning environments by central Minnesota parents of dyslexic children. The study examined differences in parents’ perceived satisfaction with their dyslexic child’s school, based on age of child at diagnosis, interventions used, student and teacher attitudes towards dyslexia, co-existing conditions with dyslexia, and implications for educational leaders and policy makers. Further, the study examined the differences in parent perspectives from three different learning environments: home school, private school and public school.
Study Overview The researcher and two other Dyslexia Testing Specialists evaluated 90 private school, 15 home school and 74 public school students for dyslexia in central Minnesota from September 2007 through December, 2013. Study surveys were distributed to the parents of those students–a total of 179 surveys, one survey per household.
Key Findings Data analysis found school satisfaction levels reported by parents were similar in home school and private school groups. Those results showed higher satisfaction levels than reported by parents of the public school group. Only 15 of 135 respondents believed that the public school setting was the best environment for dyslexic learners. Even with these findings, only 16 of 135 respondents changed schools based on their child’s dyslexia diagnosis. The results of the study provide recommendations for future practice and research that would be beneficial to the field of educational leadership.
Haws, Kelly, "Satisfaction Levels of Central Minnesota Parents Regarding the School Instruction of their Dyslexic Children" (2017). Culminating Projects in Education Administration and Leadership. 37.