Symposium on Research to Practice

1. Symposium on Research to Practice What Research Says about Parent Involvement Anne T. Henderson Annenberg Institute for School Reform Henderam@aol.com

2. America is Changing • Immigration • Poverty • New Economy/New Standards for Achievement

3. Children of Immigrants

4. 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

5. NAEP Achievement Levels 2005

6. Florida NAEP Achievement 2005

7. 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

8. We need a new vision for parent involvement A vision that matches the reality of the 21st Century

9. A New Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement By Anne T. Henderson and Karen L. Mapp www.sedl.org/connections

10. Overall Finding: When families are involved at home and at school -- Children do better in school, and the schools get better

11. 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

12. Finding #1: Link to Learning Parent and community involvement that is designed to improve student learning hasa greater effect on achievement.

13. 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)

14. Finding #2: Programs Work • Programs designed to engage families in supporting children’s learning lead to improved student achievement.

15. Lessons from Programs to Support Learning • Parents 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

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

17. The Power to Have an Effect Students’ grades and school adjustment improve when parents feel they can: • Help children do well in school • Keep children out of trouble • Have a positive impact on school and neighborhood (Shumow and Lomax, 2001)

18. What are Advocates? 1. Know how system works 2. Work with school staff to plan for children’s future 3. Guide children through the system 4. Know where to get help 5. Speak out for other parents

19. Finding #4: All Families Contribute Families of all backgrounds are involved at home. • Talk about school • Help plan for higher education • Keep focused on learning and homework. • Encourage their children

20. 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)

21. Finding #5: Organizing is Key Organized community-basedinitiatives to build parent and resident leadership lead to improved schools.

22. 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)

23. 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)

24. 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

25. Do 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 Key Skill: Linking to Learning

26. 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?

27. 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.

28. Six-Step Agenda for Class Meeting • Ask parents about favorite teachers • Explain why you became a teacher • Express your vision of teaching – show how classroom is set up for learning • Describe how you will help struggling and more advanced students • Demonstrate a lesson • Explain how to stay in touch

29. Key Skill: Reach Out and Connect 1. Train parents to make home visits 2. Meet and greet parents and families before and after school 3. Create a family center in the school 4. Hold activities in the community 5. Connect families to community groups, services and agencies

30. Do More: Small meetings Focus on students and their work Parent help desk and translators Open discussions about issues Do Less: School-wide events Focus on fund-raising “No Trespassing” signs “Executive board” meetings Key Skill: Building Relationships

31. Key Skill: Bridge Differences Recognize, respect and address differences of culture, language, and class.

32. Ways to Bridge Class and Cultural Differences • Address attitudes of staff and dominant families toward families • Ask families about their interests and ideas when planning activities • Recognize/build on what families do at home • Share information about how to be involved • Build on families’ values -- share traditions, tell stories, ask about expectations for children Delores Pena (2000)

33. 2003 MetLife Survey: Principal Leadership Excellent ratings Principals Parents Respect people 75% 34% Approachable 71 34 Visible presence 67 42 Encourage students 59 34 Good listener 53 27

34. 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)