Super Saturday Baton Rouge March 12, 2011

1. Super Saturday Baton Rouge March 12, 2011 Parent Engagement for Student Achievement

2. Super Saturday Organizers • Louisiana Appleseed – Based in New Orleans • National Appleseed – Based in Washington, D.C. • National Education Association – Based in Washington, D.C.

3. Appleseed Local Direction, National Connections. We are a growing network of local organizations, rooted in and responsive to their own communities, backed with national expertise and resources.

4. No Small Feat • Defining Parent Engagement • Is Parent the Right Word? • Bigger Fish to Fry • Conversation or Confrontation • HoverRound • Duck and Cover • Knock, Knock

5. It Takes a Parent: Transforming Education in the Wake of the No Child Left Behind Act

6. The Project • Assessment of Parental Involvement, particularly since the No Child Left Behind Act • Six states: Connecticut, Georgia, Illinois, New Mexico, Texas and Washington • 18 school districts – city, suburban and rural, including one that is predominantly Navajo

7. What Is This Animal?

8. Why Is It Important? • Goes to the heart of NCLB • Parents are largely overlooked as a key strategy in school improvement • Parents can help to close the persistent achievement gaps • Fulfills the mission of public school as open to all (including low-income and second language)

9. Why Is It Important? • Turns parents into active advocates rather than just passive recipients • Creates a more welcoming environment and thereby a more collaborative educational approach • Social science research supports the proposition that more parent involvement equals higher academic performance • Mandated by law

10. What Does the Research Say? • A 2007 study found that for students between kindergarten and 5th grade: • Increases in family involvement in the school predict increases in literacy achievement. • Family involvement in school matters most for children at greatest risk.

11. What Does the Research Say? Research studies consistently “showed a relationship between parent involvement…and improved student achievement. This relationship holds across families of all economic, racial/ethnic, and educational backgrounds and for students of all ages” – The National Center for Family and Community Connections with Schools

12. What Does the Research Say? Reduces drop-out rates and increases graduation rates • 71% of diverse teenagers in high school said that more communication between parents and schools might have prevented them from dropping out. • Another study found that students were more likely to stay in school and go to college when families were engaged.

13. What Does the Research Say? Family engagement leads to increased student achievement • Meta-analyses of more than 40 studies: • Family engagement increases the academic achievement of urban elementary and middle school students. • Title I Study: • Growth in reading test scores was 50% higher for students whose teachers and schools reported high levels of parental outreach versus low levels.

14. What Does the Research Say? • Other Proven Effects: • Reduces absenteeism • Encourages students to have better attitudes toward learning • Leads to better social skills and fewer behavior problems • Associated with higher expectations • Leads to better student-teacher relationships

15. What Does the Research Say? The most important benefit: Helps improve trust in schools

16. Findings Finding 1: Too many parents fail to receive clear and timely information about their children and their schools. Finding 2:Poverty, limited English proficiency, and varying cultural expectations are among the biggest barriers to parental involvement.

17. Findings Finding 3: Poor communication with parents hinders their ability to exercise NCLB’s choice and supplemental education services options. Finding 4: Creative, multi-faceted communication and engagement strategies can promote better parental involvement in schools.

18. Findings Finding 5: Parental involvement is not uniformly valued by school leaders as a key accountability strategy.

19. Teacher/Principal Preparation • Half of respondents felt prepared to leverage parental engagement by their pre-service training, while 40% did not. “When I was in college they acted like our students didn't even have parents!” “If I need a parent to bring a tray of cookies, then I can figure out a way to make that happen. If I want parents to value education outwardly, well that's a whole separate conversation.”

20. Limitations to Engaging Parents • Less than half of respondents were able to name a teacher who was particularly effective at engaging parents. • Most common limitations to engaging parents were lack of time, transportation difficulties and family issues.

21. The Bottom Line “Schools should be places that honor and respect families, that meet parents on their own terms. . . that [kind of] mutual support and engagement is still missing from too many schools.” -- U.S. Department of Education Secretary Arne Duncan

22. Contact Information • Christy Kane, Executive Director Louisiana Appleseed 909 Poydras Street, Suite 1550 New Orleans, Louisiana 70112 504-561-7312 Ckane@appleseednetwork.org Edwin C. Darden, Director of Education Law and Policy National Appleseed 727 15th Street, NW, 11th Floor Washington, D.C. 202-347-7960 Edarden@appleseednetwork.org

23. Contact Information • Janis Hagey, Senior Policy Analyst National Education Association Policy and Practice Department 1201 16th Street, NW Washington, DC 20036 202-822-7586 Jhagey@NEA.org

24. Contact Information Louisiana & National Appleseed Web Site: www.appleseednetwork.org NEA Web Site: www.NEA.org