Abstract
This case study uses a critical ethnographical approach to understand the current quality of systemic and cultural conditions at Eagle Mountain Elementary (EME) which creates or mitigates a culture of learning for students and families and how this is displayed in attendance rates for kindergarten students recognizing that the family structure is a key element for student success (Ingram & Lieberman, 2007; Kroeger, 2007; Lee & Bowen, 2006; McKay et al, 2003). The study triangulates the qualitative data taken from classroom observations, one-to-one parent, teacher and principal interviews at EME. Additionally, a parent focus group informed the study through the lens of parents of students that are not chronically absent. The research concluded with the discovery of six key findings that are part of the culminating Culturally Responsive Student Ecological Theory (CRSET): 1) Kindergarten teachers at EME provide a whole group approach to teaching and learning and need to explore and implement a culturally responsive framework for students to learn and build their sense of belongingness and connectedness in the classroom, 2) EME fosters a traditional form of parental involvement and will benefit from understanding other forms of parental involvement that support RCELD families, 3) Cultivating a sense of belongingness and connectedness for students and families at EME would allow more opportunities to improve student engagement and academic achievement, 4) EME staff communicate with parents in regards to attendance matters and champions new approaches to continue to communicate effectively with all families, 5) Kindergarten teachers value student and parent relationships; however, not all staff share similar values at EME, 6) EME principal and staff provide some parental outreach opportunities, parents would benefit from a more consistent approach to parental outreach activities as well as a strong parent education framework.