Symposium on Research to Practice What Research Says about Parent Involvement Anne T. Henderson Annenberg Institute for School Reform

America is Changing Immigration Poverty New Economy/New Standards for Achievement

Children of Immigrants

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 % ProficientMathReading Grade 436%31% Grade 830%31% Grade 1223%35%

Florida NAEP Achievement 2005 % ProficientMathReading Grade 437%30% Grade 826%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. Mapp

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 has a greater effect on achievement. Finding #1: Link to Learning

Impact of Parent Outreach Students’ reading and math scores (3-5 th 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 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

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.

The Power to Have an Effect Students’ grades and school adjustment improve when parents feel they can: 1.Help children do well in school 2.Keep children out of trouble 3.Have a positive impact on school and neighborhood (Shumow and Lomax, 2001)

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 What are Advocates?

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

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 Learning 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

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 3 rd and 4 th grades will attend.

Six-Step Agenda for Class Meeting 1.Ask parents about favorite teachers 2.Explain why you became a teacher 3.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 lesson 6.Explain how to stay in touch

Key Skill: Reach Out and Connect 4. Hold activities in the community 5. Connect families to community groups, services and agencies 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

Key Skill: Building Relationships 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

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

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)

2003 MetLife Survey: Principal Leadership Excellent ratings Principals Parents Respect people 75% 34% Approachable Visible presence Encourage students Good 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)