Engaging Families to Zap the Gap

Engaging Families to Zap the Gap Anne T. Henderson, Senior Consultant Community Involvement Program Annenberg Institute for School Reform Henderam@aol.com

Goals of the Session • Discuss roots of achievement gap • Cover big stories from research • Learn strategies for linking PI to learning • Discuss strategies for sustaining parent engagement

Strategies to zap the gap • build students’ skills • increase support at home • offer professional development on content, teaching methods, and relationships with students Ron Ferguson, Harvard, 2006

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

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 www.sedl.org/connections

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

If their 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

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

Finding #2: Advocacy is Protective The more families advocate for children and support their progress, the better their children do, and the longer they stay, in school.

What are Advocates? • 1. Know how system works • 2. Can work with school staff • Guide children through the system • Help plan child’s future • Know where to get help

Finding #3: Organizing is Key Organized initiatives to build parent and community leadership are growing across the country.

Community Organizing is Getting 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)

Key Areas to Address • Link to learning – Focus on achievement • Build relationships • Form an action team

Beyond the Bake Sale The Essential Guide to Family-School Partnerships Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson and Don Davies The New Press, 2007

Beyond the Bake SaleChapter 5: Linking to Learning How will involving Parents help your Test Scores?

How Will the Program: • Help parents know what their children are learning? • 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.

Research Brief 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)

DO MORE: Displays of student work Regular contact with families Math and reading nights Student-led conferences Workshops on planning for college DO LESS: Teacher-made displays Calling home when there’s a problem Parenting classes Focusing on behavior Posters about drug abuse and pregnancy Tips for Linking to Learning

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

Chapter 4: Build Relationships

Key Concept: The Joining Process Make the school family-friendly: • Welcoming • Honoring • Connecting • (Mapp, 2002)

Bridge Class and Cultural Differences • Make sure school is welcoming, offers translation, and reflects families’ cultures • Build on families’ cultural values -- share traditions, tell education stories, ask about expectations for their children • Identify and use cultural brokers • Have courageous conversations

Share Power with Families • Consult all families about policies • Inform families how system works • Involve families in action research • Open doors to principal and staff • Connect families to community groups • Offer leadership training for families

Form an Action Team • Represent the school’s diversity • Assess needs - Tap families’ “funds of knowledge” - Ask what supports families need • Use student data • Start small – 2-3 priorities per year

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)

Engaging Families to Zap the Gap