Major Findings on Family Involvement Major Findings on Family Involvement Programs and Family ProcessPrograms and Family Process

Learning OutcomesLearning OutcomesParent/Community Involvement and Parent/Community Involvement and

Student AchievementStudent Achievement

Students are able to:Students are able to: Apply appropriate change strategy to promote and sustain Apply appropriate change strategy to promote and sustain

parent/community involvementparent/community involvement Compare and contrast the synthesis done by Henderson & Compare and contrast the synthesis done by Henderson &

Berla and that done by Henderson & Mapp Berla and that done by Henderson & Mapp Utilize research synthesis done by Herderson & Berla Utilize research synthesis done by Herderson & Berla

(1994) and Henderson & Mapp (2002) to relate the (1994) and Henderson & Mapp (2002) to relate the relationship between parent/community involvement and relationship between parent/community involvement and student achievementstudent achievement

Utilize key findings and recommendations provided by Utilize key findings and recommendations provided by Henderson and Mapp (2002)Henderson and Mapp (2002)

Three Strategies of Planned ChangeThree Strategies of Planned Change(Robert Chin)(Robert Chin)

1.1. Empirical-rational change (The rational behind the Empirical-rational change (The rational behind the utilization of research findings)utilization of research findings)

2.2. Power-coercive changePower-coercive change3.3. Normative-reeducation changeNormative-reeducation change

Empirical-rational changeEmpirical-rational change The linkages between researchers and practitionersThe linkages between researchers and practitioners It is related to knowledge production and utilization It is related to knowledge production and utilization

(KPU)(KPU) The aim is to bridge the gap between theory and practiceThe aim is to bridge the gap between theory and practice Research, development, and diffusion (R, D, and D)Research, development, and diffusion (R, D, and D)

Power-coercive strategiesPower-coercive strategiesWillingness to use sanctions in order to obtain compliance Willingness to use sanctions in order to obtain compliance from adoptersfrom adoptersIt requires that individuals comply with the wishes fo those It requires that individuals comply with the wishes fo those who are in positions superior to theirswho are in positions superior to theirsIn empirical-rational and power coercive strategies, In empirical-rational and power coercive strategies, organizations are made to changeorganizations are made to change

Both empirical-rational and power-coercive strategies Both empirical-rational and power-coercive strategies believe that best ideas are best developed outside of the believe that best ideas are best developed outside of the organization and the organization is the target of external organization and the organization is the target of external forces for changeforces for change

A normative-reeducative strategyA normative-reeducative strategy Norms of the organization’s interaction-influence Norms of the organization’s interaction-influence

system (culture) can be deliberately shifted to system (culture) can be deliberately shifted to more productive norms by collaborative action of more productive norms by collaborative action of people who populate the organizationpeople who populate the organization

The shift from a close climate to a open climate The shift from a close climate to a open climate (Andrew Halpin)(Andrew Halpin)

Moving from System 1 management style to Moving from System 1 management style to System 4 (Rensis Likert)System 4 (Rensis Likert)

School and Family Partnerships inSchool and Family Partnerships inPrimary SchoolsPrimary Schools

Wee Beng Neo Ph. D. Wee Beng Neo Ph. D. (Petaling District, Selangor)(Petaling District, Selangor)

Perception on the need for parent involvementPerception on the need for parent involvement

HeadmasterHeadmaster TeacherTeacher

ParentingParenting 95% 95% 96.4% 96.4%

CommunicationCommunication 74.1% 74.1% 71.5% 71.5%

VolunteerVolunteer 15% 15% 14.8% 14.8%

Home involvementHome involvement 95% 95% 91.3% 91.3%

School governanceSchool governance 5% 5% 4.3% 4.3%

Collaboration withCollaboration with 95% 95% 88% 88%

communitycommunity

School Practices inSchool Practices inParent InvolvementParent Involvement

Type 4 predominates high in both high-achieving and low achieving Type 4 predominates high in both high-achieving and low achieving schoolsschools

Type 2 is also another popular practice in high-achieving and low Type 2 is also another popular practice in high-achieving and low achieving schoolsachieving schools

Parent involvement in Type 5 is minimal in both high-achieving and Parent involvement in Type 5 is minimal in both high-achieving and low achieving schoolslow achieving schools

Schools reported that their schools collaborated with communitySchools reported that their schools collaborated with community Type 3 also not a popular practice in most schoolsType 3 also not a popular practice in most schools Type 1 was the least popular practice. The low achieving schools Type 1 was the least popular practice. The low achieving schools

reported organizing more parenting activities than their colleagues in reported organizing more parenting activities than their colleagues in the high achieving schools (Your observation?)the high achieving schools (Your observation?)

Type 4 involvement was the most popular practiceType 4 involvement was the most popular practice

A New Generation of Evidence: The Family A New Generation of Evidence: The Family is Critical to Student Achievementis Critical to Student Achievement

Edited by: Anne. T. Henderson & Nancy Edited by: Anne. T. Henderson & Nancy Berla 1994Berla 1994

Major Themes EmergedMajor Themes Emerged

1.1. The family makes critical contributions to student achievement, from The family makes critical contributions to student achievement, from earliest childhood to high schoolearliest childhood to high school

2.2. When parents are involved at school, not just at home, children do When parents are involved at school, not just at home, children do better in school and they stay in school longerbetter in school and they stay in school longer

3.3. When parents are involved at school, their children go to better When parents are involved at school, their children go to better schoolsschools

4.4. Children do best when their parents are enabled to play four key roles Children do best when their parents are enabled to play four key roles in their children’s learning: teachers, supporters, advocates, and in their children’s learning: teachers, supporters, advocates, and decision-makersdecision-makers

5.5. The more the relationship between family and school approaches a The more the relationship between family and school approaches a comprehensive, well-planned partnership, the higher the student comprehensive, well-planned partnership, the higher the student achievementachievement

6.6. Families, schools, and community organizations all contribute to Families, schools, and community organizations all contribute to student achievement, the best results come when all three work student achievement, the best results come when all three work togethertogether

What the Studies CoverWhat the Studies Cover

Programs and InterventionsPrograms and Interventions Early childhood//preschoolEarly childhood//preschool

Cochran et al.Cochran et al.

CumminsCummins Elementary schoolElementary school

EpsteinEpstein

ToomeyToomey

CormerCormer High schoolHigh school

NettlesNettles

Family processesFamily processes

Dornbusch et alDornbusch et al

ZieglerZiegler

ClarkClark

EagleEagle

Effects of student achievement if teachers Effects of student achievement if teachers practice parental involvementpractice parental involvement

(Epstein)(Epstein) Performed multiple-regression analysis to Performed multiple-regression analysis to

determine the relative effects of:determine the relative effects of:

Student and family background (sex, race, parent Student and family background (sex, race, parent education)education)

Teacher quality and leadership in parent Teacher quality and leadership in parent involvementinvolvement

Parent reactions (rating of quality of homework Parent reactions (rating of quality of homework assignments and requests)assignments and requests)

Student effort (quality of homework completed)Student effort (quality of homework completed)

Epstein found that ‘Epstein found that ‘teacher leadership in parent teacher leadership in parent involvement in learning activities at home involvement in learning activities at home positively and significantly influences change in positively and significantly influences change in reading achievementreading achievement

Epstein did not find a similar relationship for math Epstein did not find a similar relationship for math achievement (reasons refer to page 61)achievement (reasons refer to page 61)

Parents are the one available but untapped and Parents are the one available but untapped and undirected resource that teachers can mobilize to undirected resource that teachers can mobilize to help more children master and maintain needed help more children master and maintain needed skills for schoolskills for school

The relationship of parenting style to The relationship of parenting style to Adolescent school performanceAdolescent school performance

(Dornbusch, Sanford and …, (Dornbusch, Sanford and …, Child DevelopmentChild Development, , Vol. 58, 1987) Vol. 58, 1987)

Three parenting styles identified are:Three parenting styles identified are:Authoritarian:Authoritarian: Parents tell children not to argue or Parents tell children not to argue or question adults, punish children for poor grades, question adults, punish children for poor grades, and respond to good grades with instructions to do and respond to good grades with instructions to do even bettereven betterPermissive:Permissive: Parents seem indifferent to grades, Parents seem indifferent to grades, whether poor or good, do not stress working hard, whether poor or good, do not stress working hard, establish no rules about watching television, and establish no rules about watching television, and are not involved in education, either at home or are not involved in education, either at home or schoolschool

Authoritative:Authoritative: Parents tell children to look at both Parents tell children to look at both sides of an issue and admit that kids sometimes sides of an issue and admit that kids sometimes know more, they talk about family politics and know more, they talk about family politics and encourage all family members to participate in encourage all family members to participate in decisions, they respond to good grades with decisions, they respond to good grades with praise, to bad grades with some restrictions and praise, to bad grades with some restrictions and offers of help and encouragementoffers of help and encouragement

Across ethnic groups, education level, and family Across ethnic groups, education level, and family structures, authoritarian parenting was associated with the structures, authoritarian parenting was associated with the lowest grades, permissive parenting the next, and lowest grades, permissive parenting the next, and authoritative with the highest gradesauthoritative with the highest grades

Parenting style, or variations in family processes, is a more Parenting style, or variations in family processes, is a more powerful predictor of student achievement than parent powerful predictor of student achievement than parent education, ethnic, or family structureeducation, ethnic, or family structure

Subcategories response:Subcategories response:

Asian students do well in school regardless of parenting Asian students do well in school regardless of parenting style, although there is negative relationship with style, although there is negative relationship with authoritarian parentingauthoritarian parenting

The effects of parent involvement on The effects of parent involvement on children’s achievement: The significance of children’s achievement: The significance of

home/school links (Ontario, Canada) home/school links (Ontario, Canada) Ziegler, 1987Ziegler, 1987 Two critical messages from the research:Two critical messages from the research:

The gap in school achievement between working-class and The gap in school achievement between working-class and middle-class children is more effectively explained by middle-class children is more effectively explained by differing patterns of child-parent and parent-school differing patterns of child-parent and parent-school interaction than it is by characteristics of socioeconomic interaction than it is by characteristics of socioeconomic status (SES) status (SES)

School personnel can intervene positively and effectively School personnel can intervene positively and effectively to show parents how to help their children be successful. to show parents how to help their children be successful. The attitudes and behavior of parents who have felt The attitudes and behavior of parents who have felt powerless and excluded can be changed. Aggressive powerless and excluded can be changed. Aggressive outreach techniques may be necessary to establish outreach techniques may be necessary to establish communication with ethnic, racial, and language-minority communication with ethnic, racial, and language-minority familiesfamilies

Findings on parent involvement at homeFindings on parent involvement at homeSchool-related activities carried out by parents at School-related activities carried out by parents at home strongly influence children’s long-term home strongly influence children’s long-term academic success at all agesacademic success at all ages

Findings on parent involvement at schoolFindings on parent involvement at schoolParent involvement in education is equally Parent involvement in education is equally powerful whether the involvement occurs at home powerful whether the involvement occurs at home or at schoolor at schoolThe presence of parents in school also help to The presence of parents in school also help to transform the culture of schooltransform the culture of school

Home-school relations and inequality in Home-school relations and inequality in education (Melbourne, Australia) education (Melbourne, Australia)

(Toomey, 1986)(Toomey, 1986) The programs offering home visits were more The programs offering home visits were more

successful in involving disadvantaged parents than successful in involving disadvantaged parents than requiring parents to visit the school, but the requiring parents to visit the school, but the programs requiring parents to visit the school programs requiring parents to visit the school produced higher gains in reading competenceproduced higher gains in reading competence

Why disadvantaged students succeed: What Why disadvantaged students succeed: What happen outside school is criticalhappen outside school is critical

(Clark, Reginald,1990)(Clark, Reginald,1990) Sample: Black 12Sample: Black 12thth-graders in Chicago-graders in Chicago Hispanic, Asian, African-American, and Aglo elementary, Hispanic, Asian, African-American, and Aglo elementary,

middle and high school students in LAmiddle and high school students in LA Disadvantaged: The lack of necessary conditions for Disadvantaged: The lack of necessary conditions for

educational and occupational successeducational and occupational success High-achieving students typically spent 20 hours a week High-achieving students typically spent 20 hours a week

engaged in ‘constructive learning activity’ after school. engaged in ‘constructive learning activity’ after school. Supportive guidance from adults is a critical factor in Supportive guidance from adults is a critical factor in whether such opportunities are availablewhether such opportunities are available

The five categories of activities provide young people The five categories of activities provide young people opportunities to engage in stimulating mental workouts:opportunities to engage in stimulating mental workouts:

1.1. Professionally guided, formal learning activities Professionally guided, formal learning activities (normally provided by schools)(normally provided by schools)

2.2. Deliberate out-of-school learning and work activities Deliberate out-of-school learning and work activities 3.3. High-yield leisure activities (reading, writing, High-yield leisure activities (reading, writing,

conversation, problem-solving, visiting museums)conversation, problem-solving, visiting museums)4.4. Recreational activitiesRecreational activities5.5. High maintenance activitiesHigh maintenance activities

The high-yield’ activities need the following The high-yield’ activities need the following indicators:indicators:

Time spend on a particular taskTime spend on a particular task

Opportunity to become actively involved in Opportunity to become actively involved in thinking while doing the taskthinking while doing the task

Extent of supportive input by knowledgeable Extent of supportive input by knowledgeable adults and peersadults and peers

Standards, expectations and goals that surround Standards, expectations and goals that surround the activitythe activity

Family matters: Evaluation of the parental Family matters: Evaluation of the parental empowerment program (Cochran, Cornell U)empowerment program (Cochran, Cornell U)

In-depth analysis based onIn-depth analysis based onFamily structure (married/unmarried)Family structure (married/unmarried)IncomeIncomeRace (Black/white)Race (Black/white)Education (> 12 years)Education (> 12 years)Parents perception of effectivenessParents perception of effectivenessParent-child activitiesParent-child activitiesTypes of communication with the schoolTypes of communication with the schoolDevelopment of family support networkDevelopment of family support network

All these factors were compared to a matched All these factors were compared to a matched groupgroup

On the average, low-income children in the On the average, low-income children in the program performed as well as children with program performed as well as children with middle-class, married parents who were not in the middle-class, married parents who were not in the programprogram

Children of single parents tend to do less well in Children of single parents tend to do less well in school, unless parents were able to develop a school, unless parents were able to develop a social support networksocial support network

How parents can become powerful force for building How parents can become powerful force for building parent capacity?parent capacity?

School personnel can strengthen parents’ appreciation of School personnel can strengthen parents’ appreciation of their important role by providing positive feedback at their important role by providing positive feedback at every opportunityevery opportunity

Communications between home and school should be Communications between home and school should be positive and preventive rather than negative and remedialpositive and preventive rather than negative and remedial

School can strengthen informal social support for parentsSchool can strengthen informal social support for parents Provide parents with information and materials to help Provide parents with information and materials to help

them work with their children at homethem work with their children at home

Educating poor minority childrenEducating poor minority children(Cormer)(Cormer)

A long-term program to transform two chronically low-A long-term program to transform two chronically low-achieving, inner city New Haven Elementary schools (1968)achieving, inner city New Haven Elementary schools (1968)

99% black and almost entirely low-income 99% black and almost entirely low-income Serious problems with attendance, discipline and staff Serious problems with attendance, discipline and staff

turnoverturnover Each school created a governance and management team led Each school created a governance and management team led

by the principal and made up of elected parents and by the principal and made up of elected parents and teachers, a mental-health specialist and a support staffteachers, a mental-health specialist and a support staff

The team a mental health group to handle each case and to The team a mental health group to handle each case and to recommend changes in school policies and practices that recommend changes in school policies and practices that impeded children’s developmentimpeded children’s development

A discovery room allowed turned off children to form a A discovery room allowed turned off children to form a trusting relationship with an adulttrusting relationship with an adult

Results:Results: During the first five years, both schools attained During the first five years, both schools attained

the best records in the city and near-grade-the best records in the city and near-grade-performanceperformance

By 1979, students in the 4By 1979, students in the 4thth grade were performing grade were performing at grade level (without any change in SES at grade level (without any change in SES makeup)makeup)

Bt 1984, 4Bt 1984, 4thth grades in both schools ranked 3 grades in both schools ranked 3rdrd and and 44thth highest on the Iowa Test of Basic Skills (ITBS) highest on the Iowa Test of Basic Skills (ITBS)

Cormer’s wordsCormer’s words

Children from poor/marginal familyChildren from poor/marginal family

Enter school without adequate preparationEnter school without adequate preparation

Lack of social skills – negotiation and Lack of social skills – negotiation and compromisecompromise

Never have heard bedtime storiesNever have heard bedtime stories

Language skills underdeveloped/non-standardLanguage skills underdeveloped/non-standard

((How about characteristics of poor/marginal How about characteristics of poor/marginal family in your community?)family in your community?)

Empowering minority students Empowering minority students (Cummins)(Cummins)

The author proposes a theoretical framework for The author proposes a theoretical framework for changing the relationship between educators and changing the relationship between educators and students that includes substantial family and students that includes substantial family and community participationcommunity participation

The frameworkThe framework Students from ‘dominated’ minority groups can either Students from ‘dominated’ minority groups can either

be ‘empowered’ or ‘disabled’ be ‘empowered’ or ‘disabled’ Power and status relations between minority and Power and status relations between minority and

majority exert a major influence on school performance majority exert a major influence on school performance (minority students tend to internalize their inferior (minority students tend to internalize their inferior status and fail to perform well in school)status and fail to perform well in school)

School failure does not occur in minority that:School failure does not occur in minority that:

Remain positive oriented toward both their own Remain positive oriented toward both their own and the dominant culture;and the dominant culture;

Do not perceive themselves as inferior to the Do not perceive themselves as inferior to the dominant group; anddominant group; and

Are not alienated from their own cultural valuesAre not alienated from their own cultural values

(How can we help them to achieve this?)(How can we help them to achieve this?)

Schools that empower their students have the following Schools that empower their students have the following characteristics:characteristics:Additive:Additive: The students’ language and culture are The students’ language and culture are incorporated into the school programincorporated into the school programCollaborative:Collaborative: Family and community participation is Family and community participation is encouraged as an integral component of children’s encouraged as an integral component of children’s educationeducationInteraction-oriented:Interaction-oriented: Children are motivated to use Children are motivated to use language actively in gaining knowledge for their own use language actively in gaining knowledge for their own use andandAdvocacy-oriented:Advocacy-oriented: Educators become advocates for the Educators become advocates for the students rather than labeling students as having a ‘problem’students rather than labeling students as having a ‘problem’

Socioeconomic status, family structure, and Socioeconomic status, family structure, and parental involvement: The correlates of parental involvement: The correlates of

achievement (Eagle)achievement (Eagle) The study assesses the varying effects of SES, parent The study assesses the varying effects of SES, parent

education, mother’s working patterns, and family structure education, mother’s working patterns, and family structure on high school student achievementon high school student achievement

SES composites: Mother’s education, father’s education, SES composites: Mother’s education, father’s education, father’s occupation status, family income, and number of father’s occupation status, family income, and number of certain possessionscertain possessions

Are advantageous home environment more common in Are advantageous home environment more common in high SES homes? Yes. Therefore, SES is considered to be high SES homes? Yes. Therefore, SES is considered to be associated with high student achievementassociated with high student achievement

Does high SES alone account for higher achievement or Does high SES alone account for higher achievement or does family involvement in education have an independent does family involvement in education have an independent effect?effect?

The researcher controlled for SES and found that The researcher controlled for SES and found that three factors that demonstrated a significant three factors that demonstrated a significant impact independent of SES are impact independent of SES are

The possessions indexThe possessions index Students living with neither original parentStudents living with neither original parent Parent involvement during high school (the most Parent involvement during high school (the most

powerful)powerful) Students’ educational attainment was strongly Students’ educational attainment was strongly

associated with five indicators of SES compositeassociated with five indicators of SES composite

..

Family background: Family composition, parent Family background: Family composition, parent involvement during high school, parents reading involvement during high school, parents reading to children during childhood, mother employment to children during childhood, mother employment status, and having a special place at home to studystatus, and having a special place at home to study

The study found that only a place to study, family The study found that only a place to study, family reading, and family involvement during high reading, and family involvement during high school (ranked from least to most impact) are school (ranked from least to most impact) are significantly related to student achievementsignificantly related to student achievement

Family structure and the achievement of Family structure and the achievement of studentstudent

What matters is not family structure, but whether What matters is not family structure, but whether parents are able to provide educational experience parents are able to provide educational experience for their childrenfor their children

Children from two-parent families tended to be a Children from two-parent families tended to be a few months ahead of children from single-parent few months ahead of children from single-parent familiesfamilies

Educational level of mother (caregiver) is critical Educational level of mother (caregiver) is critical in determining the effects of the the mother’s in determining the effects of the the mother’s working, while income is critical in determining working, while income is critical in determining the impact of the number of parentsthe impact of the number of parents

Community involvement and disadvantaged Community involvement and disadvantaged students (Nettles)students (Nettles)

Nettles defines community involvement as the actions that Nettles defines community involvement as the actions that organizations and individuals (parents, businesses, universities, organizations and individuals (parents, businesses, universities, social service agencies, and the media) take to promote social service agencies, and the media) take to promote developmentdevelopment

Nettles suggests a typology of change processes such Nettles suggests a typology of change processes such community-based programs bring:community-based programs bring:Conversion: Bringing the student from one set of attitudes and Conversion: Bringing the student from one set of attitudes and behaviors to anotherbehaviors to anotherMobilization: Increasing citizen and local organization Mobilization: Increasing citizen and local organization participation in the educational processparticipation in the educational processAllocation: providing resources such as social service/financial Allocation: providing resources such as social service/financial incentives to childrenincentives to childrenInstruction: Assisting students in their intellectual development Instruction: Assisting students in their intellectual development and in learning social and civic skillsand in learning social and civic skills

A New Wave of Evidence:A New Wave of Evidence:The Impact of School, Family, and The Impact of School, Family, and

Community Connections on Student Community Connections on Student AchievementAchievement

Annual Synthesis 2002Annual Synthesis 2002

Anne T. HendersonAnne T. Henderson

Karen L. MappKaren L. Mapp

How Do The Studies Define Student How Do The Studies Define Student Achievement?Achievement?

For young children: Teacher ratings of school adjustment, For young children: Teacher ratings of school adjustment, vocabulary, reading and language skills, social and motor vocabulary, reading and language skills, social and motor skillsskills

For school-age children: report card grades, grade point For school-age children: report card grades, grade point averages, enrolment in advance classes, and standardized averages, enrolment in advance classes, and standardized test scorestest scores

Attendance, staying in school, and being promoted to the Attendance, staying in school, and being promoted to the next gradenext grade

Improved behavior and healthy development (Example, Improved behavior and healthy development (Example, less substance abuse and disruptive hahavior)less substance abuse and disruptive hahavior)

A New Wave of Evidence:A New Wave of Evidence:The Impact of School, Family, and Community The Impact of School, Family, and Community

Connections on Student AchievementConnections on Student Achievement(Henderson & Mapp, 2002)(Henderson & Mapp, 2002)

Studies on the impact of parent and community Studies on the impact of parent and community involvementinvolvement

Benefits for students:Benefits for students:1.1. Higher grade point averages and scores on Higher grade point averages and scores on

standardized testsstandardized tests2.2. Enrollment in more challenging academic Enrollment in more challenging academic

programsprograms3.3. More classes passedMore classes passed4.4. Better attendanceBetter attendance5.5. Improved behavior at home and at schoolImproved behavior at home and at school6.6. Better social skillsBetter social skills

Three Broad CategoriesThree Broad Categories

Studies on:Studies on: The impact of family and community involvement The impact of family and community involvement

on student achievementon student achievement Effective strategies to connect schools, families Effective strategies to connect schools, families

and communityand community Parent and community organizing efforts to Parent and community organizing efforts to

improve schoolsimprove schools

Impact of Parent/Community Involvement on Impact of Parent/Community Involvement on Student AchievementStudent Achievement

Factors contribute to school improvement:Factors contribute to school improvement:High standards and expectations for all studentsHigh standards and expectations for all studentsEffective leadershipEffective leadershipFrequent monitoring of teaching and learningFrequent monitoring of teaching and learningFocused professional developmentFocused professional developmentHigh levels of parent and community involvementHigh levels of parent and community involvement

Some forms of parent involvement with schools appeared Some forms of parent involvement with schools appeared to have little effect on student achievement, especially in to have little effect on student achievement, especially in high school. They include:high school. They include:Communications with school, volunteering, attending Communications with school, volunteering, attending school events, parent-parent connectionschool events, parent-parent connection

A few found that parent involvement with homework and parent-A few found that parent involvement with homework and parent-initiated contacts with school were negatively related to grades and initiated contacts with school were negatively related to grades and test scores (Catsmbis, 1998; Fan and Chen, 1999; Izzo et al., 1999; test scores (Catsmbis, 1998; Fan and Chen, 1999; Izzo et al., 1999; Shumow and Miller, 2001)Shumow and Miller, 2001)They interpreted their results to mean that parents of struggling They interpreted their results to mean that parents of struggling students provide more help at home than parents of successful students provide more help at home than parents of successful students. These parents also tend to seek help from schoolstudents. These parents also tend to seek help from school

Key finding 1Key finding 1Programs and interventions that engage families in supporting their Programs and interventions that engage families in supporting their children’s learning at home are linked to higher academic achievementchildren’s learning at home are linked to higher academic achievementMost of these programs are aimed at families with young children, Most of these programs are aimed at families with young children, from birth through kindergarten, then in elementary schoolsfrom birth through kindergarten, then in elementary schoolsThe programs include Head Start, Project EASE (Early Access to The programs include Head Start, Project EASE (Early Access to Success in Education, HIPPY (program Home Instruction Program for Success in Education, HIPPY (program Home Instruction Program for Preschool YoungstersPreschool Youngsters

Birth through preschoolBirth through preschool An experimental study at Mathematica Policy Research An experimental study at Mathematica Policy Research

and the Center for Children and Families at Columbia and the Center for Children and Families at Columbia University (2001) produced the following results:University (2001) produced the following results:

The program studied 17 sites and involved about 3,000 The program studied 17 sites and involved about 3,000 childrenchildren

When the children were 2 years old, the Early Head Start When the children were 2 years old, the Early Head Start children:children:

scored higher on cognitive development scored higher on cognitive development scales,scales,

used more words,used more words,

spoke in complex sentences than the control-spoke in complex sentences than the control-group childrengroup children

Studies conducted for the HIPPY (Home Instruction Program for Preschool Studies conducted for the HIPPY (Home Instruction Program for Preschool Youngsters) program showed mixed resultsYoungsters) program showed mixed results

An experimental study carried in Turkey (over ten years) showed the An experimental study carried in Turkey (over ten years) showed the following resultsfollowing results

The four settings studied wereThe four settings studied were1.1. Home care provided by mothers with training, home visits, and discussion Home care provided by mothers with training, home visits, and discussion

group (HIPPY)group (HIPPY)2.2. Home care provided by mothers with no supportHome care provided by mothers with no support3.3. Childcare without education, andChildcare without education, and4.4. Educational nursery schoolsEducational nursery schools In the short terms, children in both HIPPY and nursery settings made greater In the short terms, children in both HIPPY and nursery settings made greater

progress than children in the other two groupsprogress than children in the other two groups Seven years after completing the program, the HIPPY children showed Seven years after completing the program, the HIPPY children showed

greater gains than children in other groupsgreater gains than children in other groups They earned higher scores in math and reading and in social development and They earned higher scores in math and reading and in social development and

were likely to stay in schoolwere likely to stay in school

Elementary and middle schoolElementary and middle school A study done by Westat and Policy Studies Associates A study done by Westat and Policy Studies Associates

(2001) to look at the impact of the Title 1 Program in 71 (2001) to look at the impact of the Title 1 Program in 71 elementary schoolselementary schools

The study used advanced statistics to analyze the The study used advanced statistics to analyze the relationship between student test scores and the relationship between student test scores and the following practices:following practices:

1.1. Visibility of standards and assessmentsVisibility of standards and assessments2.2. Basic or advance teaching techniquesBasic or advance teaching techniques3.3. Teacher preparation and teachers’ skills in math Teacher preparation and teachers’ skills in math

instructioninstruction4.4. High or low ratings (by teachers) of professional High or low ratings (by teachers) of professional

developmentdevelopment5.5. Focus on assessment and accountabilityFocus on assessment and accountability6.6. District standards policiesDistrict standards policies7.7. Outreach to parentsOutreach to parents

Measurement for outreach to parents covered:Measurement for outreach to parents covered: Meeting face to faceMeeting face to face Sending materials on ways to help their children at homeSending materials on ways to help their children at home Telephone both routinely and when the child was having Telephone both routinely and when the child was having

problemsproblems Research results:Research results:

Teacher outreach to parents of low-performing students Teacher outreach to parents of low-performing students was related to improved student achievement in both was related to improved student achievement in both reading and math (40% higher)reading and math (40% higher)

Only the professional development that was highly rated Only the professional development that was highly rated by teacher was consistently linked to gains in both subjectsby teacher was consistently linked to gains in both subjects

A study carried by Epstein, Salinas, Simon, (1997) A study carried by Epstein, Salinas, Simon, (1997) at Johns Hopkins University on middle school at Johns Hopkins University on middle school children by looking at the TIPS (Teachers children by looking at the TIPS (Teachers Involving Parents in Schoolwork) programInvolving Parents in Schoolwork) program

Results showed that:Results showed that: Parent involvement boosted sixth and eighth grade Parent involvement boosted sixth and eighth grade

students’ writing scoresstudents’ writing scores The more TIPS homework students completed, the The more TIPS homework students completed, the

better their grades in language arts)better their grades in language arts)

Key finding 2Key finding 2The continuity of family involvement at home appears to have a protective effect an The continuity of family involvement at home appears to have a protective effect an children as they progress though our complex education system. The more families children as they progress though our complex education system. The more families support their children’s learning and educational progress, the more their children tend to support their children’s learning and educational progress, the more their children tend to do well in school and continue their educationdo well in school and continue their educationThe protective effect: When students report feeling support from both home and school, The protective effect: When students report feeling support from both home and school, they tend to do better in school. they tend to do better in school.

Key finding 3Key finding 3Families of all cultural backgrounds, education, and income levels encourage their Families of all cultural backgrounds, education, and income levels encourage their children, talk with them about school, help them plan for higher education, and keep children, talk with them about school, help them plan for higher education, and keep them focused on learning and homework. All families can, and often do, have a positive them focused on learning and homework. All families can, and often do, have a positive influence on their children’s learninginfluence on their children’s learningRelating gender to different types of involvement, Lee Shumow and Joe Miller found:Relating gender to different types of involvement, Lee Shumow and Joe Miller found:Fathers and mothers were equally involved at home, but mothers were more involved at Fathers and mothers were equally involved at home, but mothers were more involved at school then fathersschool then fathersFathers of all education levels were less involved at school than mothersFathers of all education levels were less involved at school than mothersStudent gender did not make a difference in the level or type of parent involvementStudent gender did not make a difference in the level or type of parent involvement

Key finding 4Key finding 4

Parent and community involvement that is linked Parent and community involvement that is linked to student achievement has a greater effect on to student achievement has a greater effect on achievement than more general forms of achievement than more general forms of involvement. To be effective, the form of involvement. To be effective, the form of involvement should be focused on improving involvement should be focused on improving achievement and be designed to engage families achievement and be designed to engage families and students in developing specific knowledge and students in developing specific knowledge skills skills

Effective Strategies to Connect Schools, Effective Strategies to Connect Schools, Families and CommunityFamilies and Community

Key finding 1Key finding 1 Programs that are successful invite Programs that are successful invite

involvement, are welcoming, and address involvement, are welcoming, and address specific parent and community needsspecific parent and community needs

Key finding 2Key finding 2 Programs that are effective in engaging Programs that are effective in engaging

diverse families recognize, respect, and diverse families recognize, respect, and address cultural and class differencesaddress cultural and class differences

Key finding 3Key finding 3 Effective programs embrace a philosophy of Effective programs embrace a philosophy of

partnership – a collaborative enterprise among partnership – a collaborative enterprise among parents, school staff, and community membersparents, school staff, and community members

Parent and Community Organizing Efforts to Parent and Community Organizing Efforts to Improve SchoolsImprove Schools

Key finding 1Key finding 1 Organized initiatives to build parent and Organized initiatives to build parent and

community leadership to improve low-community leadership to improve low-performing schools are developing in low-performing schools are developing in low-income urban areas and the rural south. income urban areas and the rural south. They have contributed to changes in policy, They have contributed to changes in policy, resources, personnel, school culture, and resources, personnel, school culture, and educational programseducational programs

Recommendations From Recommendations From Research FindingsResearch Findings

1.1. All parents (regardless of income, education level, or cultural All parents (regardless of income, education level, or cultural background) are involved in their children’s education and want background) are involved in their children’s education and want their children to do well in school.their children to do well in school.

2.2. Create programs that will support families to guide their children’s Create programs that will support families to guide their children’s learning, from preschool through high schoollearning, from preschool through high schoolPractices suggested for middle and elementary schoolsPractices suggested for middle and elementary schoolsInteractive homework that involve parentsInteractive homework that involve parentsWorkshops on topics like building children’s vocabulary, develop Workshops on topics like building children’s vocabulary, develop positive discipline strategies, and supporting children through crisispositive discipline strategies, and supporting children through crisisRegular calls from teachers. Lead with something positiveRegular calls from teachers. Lead with something positiveLearning packets in reading, science, and mathLearning packets in reading, science, and mathMeeting with teachers to talk about their children’s progress and Meeting with teachers to talk about their children’s progress and what they’re learningwhat they’re learning

Practices for high schoolsPractices for high schoolsRegular meetings with teachers and counselors Regular meetings with teachers and counselors to plan their children’s academic planto plan their children’s academic planInforation about program options, graduation Inforation about program options, graduation requirements, post-secondary education optionsrequirements, post-secondary education optionsExplanation of courses students should take to Explanation of courses students should take to be prepared for collegebe prepared for collegeInformation about financing postsecondary Information about financing postsecondary education and applying for financial aideducation and applying for financial aid

3.3. Work with families to build their social and Work with families to build their social and political connectionspolitical connections

44 Develop the capacity of school staff to work Develop the capacity of school staff to work with families and community memberswith families and community members

Cont …Cont …

55 Link family and community engagement efforts to student Link family and community engagement efforts to student learninglearning

66 Focus efforts to engage families and community members Focus efforts to engage families and community members to developing trusting and respectful relationshipsto developing trusting and respectful relationships

77 Make sure that parents, school staff, and community Make sure that parents, school staff, and community members understand that the responsibility for children’s members understand that the responsibility for children’s educational development is a collaborative enterpriseeducational development is a collaborative enterprise

88 Build strong connections between schools and community Build strong connections between schools and community organizationsorganizations

99 Conduct research that is more rigorous and focused, and Conduct research that is more rigorous and focused, and uses more culturally sensitive and empowering definition uses more culturally sensitive and empowering definition of parent involvementof parent involvement