Symposium on Research to Practice

Symposium on Research to Practice

What Research Says about Parent Involvement

Anne T. HendersonAnnenberg Institute for School Reform

Henderam@aol.com

America is Changing

ImmigrationPovertyNew Economy/New

Standards for Achievement

Children of Immigrants

0

5

10

15

20

25

30

2000 2010

Kindergarten

1-5th grades

6-12th grade

Children in Poverty

73 million children in the U.S:- 40% live in poverty – family unable

to provide basic necessities- 18% live below poverty line- 81% have at least one working

parent- Number rising steadily since 2000

NAEP Achievement Levels 2005

% Proficient

Math Reading

Grade 4 36% 31%

Grade 8 30% 31%

Grade 12 23% 35%

Florida NAEP Achievement 2005

% Proficient

Math Reading

Grade 4 37% 30%

Grade 8 26% 25%

2005 MetLife Survey: Transitions and Relationships

• New teachers value personal connections• 80% say effective teachers work well

with students’ parents• Teachers’ #1 challenge and area where

they feel least prepared: Communicating with and engaging parents.

• Students with involved parents like school, say teachers care, are more interested in classes

We need a new vision for parent involvement

A vision that matches the reality of the 21st Century

A New Wave of Evidence:

The Impact of School, Family and Community Connections on Student Achievement By Anne T. Henderson and Karen L. Mappwww.sedl.org/connections

When families are involved at home and at school --Children do better in school, and the schools get better

Overall Finding:

If Parents are Involved, Students from All Backgrounds Tend To: Earn higher grades and test scores

Enroll in higher-level programs

Be promoted and earn credits

Adapt well to school and attend regularly

Have better social skills and behavior

Graduate and go on to higher education

Parent and community involvement that is designed to improve student learning hasa greater effect on achievement.

Finding #1: Link to Learning

Impact of Parent Outreach

Students’ reading and math scores (3-5th grades) improved 40-50% faster when teachers : •met with families face-to-face •sent materials on ways to help

their child at home •telephoned routinely about

progress (Westat and Policy Studies Associates, 2001)

Programs designed to engage families in supporting children’s learning lead to improved student achievement.

Finding #2: Programs Work

Lessons from Programs to Support LearningParents will attend workshops on

how to help children and how system works

Parents will use this information to help their children

Students tend to do better over time, a cost-effective investment

Finding #3: Advocacy is ProtectiveThe more families can be advocates for children and support their progress, the better their children do, and the longer they stay, in school.

The Power to Have an EffectStudents’ grades and school adjustmentimprove when parents feel they can:1. Help children do well in school2. Keep children out of trouble3. Have a positive impact on school and

neighborhood(Shumow and Lomax, 2001)

1. Know how system works2. Work with school staff to plan for

children’s future3. Guide children through

the system4. Know where to get

help 5. Speak out for other parents

What are Advocates?

Finding #4: All Families ContributeFamilies of all backgrounds are involved at home.

Talk about school Help plan for higher education

Keep focused on learning and homework.

Encourage their children

Class and Cultural Differences White/middle class background gives

families assets that schools value School staff want families to be

“positive and supportive” and “trust their judgment”

When Black families criticize school, actions seen as “unacceptable” and “destructive.”

Disparities in cultural capital perpetuate inequities in society.

(Lareau and Horvat, 1999)

Organized community-based initiatives to build parent and resident leadership lead to improved schools.

Finding #5: Organizing is Key

Working with Community Organizers Gets Results

• Upgraded school facilities • Improved school leadership and

staffing• Higher quality learning programs• Resources to improve teaching and

curriculum• Funding for after-school programs

and family supports (Lewis, Mediratta and Fruchter, 2002)

Parents Are More Likely to Become Involved When:

Parents understand that they SHOULD be involved

Parents feel CAPABLE of making a contribution

Parents feel INVITED by the school and their children

(Hoover-Dempsey and Sandler, 1997)

Findings #6-8: Skills Teachers Need to Engage All Families Link to learning Reach out and

remove barriers Focus on building

personal relationships

Address class and cultural differences

Key Skill: Linking to LearningDo MORE: Displays of student

work Regular calls to

families on progress Math and literacy

nights Student-led

conferences on their work

Workshops on planning for college

Do LESS: Teacher-made

displays Calling home when

there’s a problem Parenting classes Teacher-led

conferences on behavior

Posters on drug abuse and teen pregnancy

How Will the Activity/Program:Help parents know what their

children are learning and doing in class?

Promote high standards for student work?

Help parents assist children at home?

Promote discussion about improving student progress?

Help families recognize good teaching?

Typical Newsletter Item

Next Thursday, a noted naturalist, photographer and lecturer will make a presentation, “Primate Safari,” in the library. Students in 3rd and 4th grades will attend.

Six-Step Agenda for Class Meeting1. Ask parents about favorite teachers2. Explain why you became a teacher3. Express your vision of teaching –

show how classroom is set up for learning

4. Describe how you will help struggling and more advanced students

5. Demonstrate a lesson6. Explain how to stay in touch

Key Skill: Reach Out and Connect

4. Hold activities in thecommunity

5. Connect families to community groups, services and agencies

1. Train parents to make home visits2. Meet and greet parents and families before and after school3. Create a family center inthe school

Key Skill: Building Relationships

Do More:Small meetingsFocus on students

and their workParent help desk

and translatorsOpen discussions

about issues

Do Less:School-wide

eventsFocus on fund-

raising“No Trespassing”

signs “Executive

board” meetings

Recognize, respect and address differences of culture, language, and class.

Key Skill: Bridge Differences

Ways to Bridge Class and Cultural DifferencesAddress attitudes of staff and dominant

families toward familiesAsk families about their interests and ideas

when planning activitiesRecognize/build on what families do at homeShare information about how to be involvedBuild on families’ values -- share traditions,

tell stories, ask about expectations for children

Delores Pena (2000)

2003 MetLife Survey: Principal LeadershipExcellent ratings Principals

ParentsRespect people 75%

34%Approachable 71 34Visible presence 67 42Encourage students 59 34Good listener 53 27

Key Concept: The Joining Process

Make the school family-friendly:- Welcome families- Honor who they are- Connect them to others and to children’s learning

(Mapp, 2002)