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The National Council of La Raza (NCLR)—the largest national Hispanic civil rights and advocacy organization in the United States—works to improve opportunities for Hispanic Americans. Through its network of nearly 300 affiliated community-based organizations, NCLR reaches millions of Hispanics each year in 41 states, Puerto Rico, and the District of Columbia. To achieve its mission, NCLR conducts applied research, policy analysis, and advocacy, providing a Latino perspective in five key areas—assets/investments, civil rights/immigration, education, employment and economic status, and health. In addition, it provides capacity-building assistance to its Affiliates who work at the state and local level to advance opportunities for individuals and families.

Founded in 1968, NCLR is a private, nonprofit, nonpartisan, tax-exempt organization headquartered in Washington, DC. NCLR serves all Hispanic subgroups in all regions of the country and has regional offices in Chicago, Los Angeles, New York, Phoenix, and San Antonio.

Copyright © 2012 by the National Council of La Raza

Raul Yzaguirre Building1126 16th Street, NW, Suite 600Washington, DC 20036-4845 | (202) 785-1670Printed in the United States of America.

All rights reserved.

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INTRODUCTION

The National Council of La Raza (NCLR) Core Qualities for Successful Parent Engagement exemplify best practices for early childhood education programs and K–12 schools that wish to increase the involvement of parents in their children’s education. The benefits of parent engagement for children—from their earliest educational experiences until high school graduation—are numerous and well documented. By adhering to the Core Qualities, schools and programs will ensure that Latino students benefit from the additional engagement of their parents in their education. The Core Qualities are:

1) Family Engagement and Community Collaboration

2) High Expectations/High Supports

3) Cultural Competence

4) Partnerships with Institutions of Higher Education

These standards join other sets of NCLR Core Qualities that address successful schools, successful early childhood education programs, and successful expanded learning programs. They are being applied by NCLR Affiliates throughout the country to meet the needs of Latino children from preschool to high school, at all times of the day.

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FAMILY ENGAGEMENT AND COMMUNITY COLLABORATION

The program or school values and facilitates close communication and engagement with parents and families. Incorporating community assets such as parents’ native language in school and at home is encouraged and supported by all staff.

INDICATORS MEASURES EVIDENCE

School or program staff understand the importance of parent engagement to student achievement.

• Professional development is provided for staff on the impact of parent engagement on student achievement and effective strategies for engaging parents and families.

• Parents are regularly provided data on assessments of student progress.

• Parents are welcome at all times.• Parent engagement program is implemented.• Goals for each child are developed in

collaboration with parents.• Parents engage staff on instructional issues.

Administrators, teachers and staff strive to include parents in all aspects of the school day.

• Parents assume active leadership roles in the school or program.

• School or program adjusts schedule as needed to meet parents’ availability.

• Parents are provided opportunities to assume leadership roles.

• Parent participation is evident throughout the day and in evening activities.

School or program encourages parents to use their native language to communicate with their children.

• Parents are provided with strategies to encourage the development of their native language at home.

• School or program recruits and hires bilingual staff from the community.

• Bilingual newsletters and educational resources are provided to parents.

• Parent education trainings and workshops are offered in the primary language of the families.

• Family literacy programs address the development of the native language.

• Native language media are available in the school or program library.

Staff build and maintain close relationships with parents and families.

• School leaders encourage staff to maintain relationships with parents and families through different media.

• Parents and teachers collaborate to support academic, emotional, and social development among students.

• Teachers and/or administrators make home visits.

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HIGH EXPECTATIONS/HIGH SUPPORTS

The program or school helps parents develop high expectations for their children and gives them the tools to provide high levels of support at home for academic, intellectual, and social growth. Parents learn how to develop a college-going culture at home.

INDICATORS MEASURES EVIDENCE

Parents are knowledgeable of academic standards for their children’s grade level.

• Parents are provided information on grade level state standards.

• Parents know how to access help when the child is struggling to meet academic standards.

• Parents can access support for struggling learners through a formal structure (e.g., response to intervention).

• Training on grade level standards is provided each year.

• Parents can request special education evaluations for students suspected of having a disability.

Parents articulate age-appropriate expectations about college attendance to their children.

• School or program provides opportunities for parents and students to explore careers in the community.

• Parents receive information on the benefits of college attendance beyond careers.

• Students embark on career exploration in the community.

• School or program holds career days or fairs.• Community members come to the program

or school to talk about their careers.

Parents of children of all ages understand the economic need for college attendance.

• Parents receive information on the economic benefits of college attendance.

• Parents can articulate how salary expectations are based on educational levels.

Parents understand the necessary steps for college admission.

• Parents understand the academic requirements for college attendance.

• Parents understand the importance of college entrance exams.

• Parents know the steps that prepare their children for college attendance and know where to seek assistance in the schools.

• Parents of secondary students can articulate college-going expectations.

• Parents review children’s class assignments to ensure correct placement.

• Parents can articulate the steps for college admissions.

Parents actively provide support for college attendance for their children.

• Parents develop a college attendance plan with their children.

• Parents review the college attendance plan regularly with their children and a school counselor (secondary students only).

• Parents accompany their children on visits to local colleges and universities.

• Parents monitor student attendance, grades, and homework completion.

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CULTURAL COMPETENCE

Parent engagement builds on the cultural assets of Latinos to create a sense of community that empowers parents to help shape their children’s lives.

INDICATORS MEASURES EVIDENCE

Cultural assets of Latino parents are used to build community ties and support among families.

• School or program integrates parents’ culture and language to strengthen academic and social development.

• Training on cultural competence is provided to program or school staff.

• School or program space reflects family and student cultures.

• Parents’ language is use throughout the school or program.

Parents practice new and untraditional ways to communicate with their children.

• School or program provides parents with opportunities to develop and expand communication strategies that promote cognitive and social development, problem solving, higher-order thinking skills, and creativity.

• Through projects and activities, children and parents learn about their differences and similarities.

• Parents participate in student-led conferences.

Parents relate to administrators, teachers, and staff with confidence in their right to be involved in every aspect of their children’s education.

• Parents are included in the school or program committees that set the agenda for parent trainings.

• Parents are provided with a dedicated, comfortable meeting space.

• Parents can explain the goals of parent meetings or trainings to others.

• Parents recruit other parents to serve on school or program committees.

• Parents make the school or program aware of their aspirations for their children’s success. Parents engage staff on instructional issues.

Parents understand the U.S. school system and how to successfully navigate it to promote their children’s academic, intellectual, and social success.

• Parents are trained on program or school protocols.

• Parents are trained on how to communicate effectively with school or program staff.

• Parents participate in school or program governance.

• Parents actively request meetings with staff to discuss their children’s progress.

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PARTNERSHIPS WITH INSTITUTIONS OF HIGHER EDUCATION

The program or school uses its partnerships with institutions of higher education to teach parents how to help their children prepare for college.

INDICATORS MEASURES EVIDENCE

Parents are knowledgeable about local, in-state, and out-of-state colleges and universities.

• Parents attend college information meetings offered by colleges and universities.

• Parents are provided with opportunities to meet staff from colleges and universities and visit career centers.

• Parents participate in school trips to colleges and universities.

• Parents guide their children to seek information about colleges and universities that interest them.*

Parents are knowledgeable about federal funding available for college.

• Parents receive information on the different types of federal financial aid available.

• Parents receive training in completing financial aid forms.*

• Parents receive guidance and support in completing financial aid forms.*

• Parents consult with counselors regarding federal financial aid.*

• Parents complete all financial aid forms.*

Parents are knowledgeable about other options for funding college attendance.

• Parents attend financial aid information sessions.

• Parents review with their children the sources of financial aid for specific ethnic or racial groups from community organizations or corporations.

• Parents maintain a portfolio of financial aid information for their children.*

• Parents guide their children to seek financial aid information from colleges or universities.*

• Parents advise their children on scholarships, grants, work-study programs, and loans to fund college.*

• Parents understand the risks involved in seeking student loans.*

* Secondary students only

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