Symposium on Research to Practice
description
Transcript of Symposium on Research to Practice
Symposium on Research to Practice
What Research Says about Parent Involvement
Anne T. HendersonAnnenberg Institute for School Reform
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)