“For Hispanics in the United States, the educational experience is one of accumulated disadvantage. Many Hispanic students begin formalized schooling without the economic and social resources that many other students receive, and schools are often ill equipped to compensate for these initial disparities. For Hispanics, initial disadvantages often stem from parents’ immigrant and socioeconomic status and their lack of knowledge about the U.S. education system.” Hispanics and the Future of America. Copyright © 2006, National Academy of Sciences.
What the research says about parental involvement
“The research is clear, consistent, and convincing: parent, family, and community involvement in education correlates with higher academic performance and school improvement.” National Education Association.
“Research has found that regardless of the family’s ethnicity or socio-economic status, the best indicator of student success is the level of parent involvement.” Joyce Epstein and M. Sanders (2000) Connecting Home, School and Community: New Directions for Social Research, Handbook of the Sociology of Education.
A New Wave of Evidence, The Impact of School, Family, and Community Connections on Student Achievement
“The evidence is consistent, positive, and convincing: families have a major influence on their children’s achievement in school and through life. When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.”
Anne T. Henderson and Karen L. Mapp. National Center for Family and Community Connections with Schools. Copyright © 2002 by Southwest Educational Development Laboratory (SEDL).
Parental Involvement in Education
“Parental involvement in children’s learning is positively related to achievement. Further, the research shows that the more intensively parents are involved in their children’s learning, the more beneficial the achievement effects.”
Kathleen Cotton and Karen Reed Wikelund,1989. Sponsored by the office of Educational Research and Improvement of the U.S. Department of Education.
“When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more. But if parents have a central role in influencing their children’s progress in school, research has shown that schools in turn have an important part to play in determining levels of parent involvement. Working to include parents is particularly important as students grow older, and in schools with high concentrations of poor and minority students.”
Education Week. EPE Research Center, 2004.
Parent, Family, Community Involvement in Education
“The whole community has a role to play in the growth and development of its young people. When schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher level programs. It is a key to addressing the school dropout rate crisis and affects minority students’ academic achievement across all races.”
NEA Policy Brief. Center for Great Public Schools. 2008 (PB11.)
Schools Involving Parents in Early Postsecondary Planning
“Parents who are involved in their child’s education can be a strong and positive influence on the student’s academic achievement and postsecondary plans. However, unless parents have the information and knowledge they need, it is difficult for them to help their children explore, plan, and make the successful transition from high school to college. Studies show that parents, particularly those who did not attend college, often do not have the necessary tools, information, and resources to assist their children with college planning.” George L. Wimberly and Richard J. Noeth. ACT Policy Report, 2004.
Family Involvement in School and Low-Income Children’s Literacy Performance
“Our study adds to an increasing body of evidence that family educational involvement is vital for promoting the life chances of low-income children and provides exceptional benefits for the very same low-income children who face exceptional challenges.”
Eric Dearing, Holly Kreider, Sandra Simpkins, and Heather Weiss. Harvard Family Research Project, 2007.
Teachers speak out about family involvement in Education
The Gates Foundation released a report of a nation-wide survey they conducted with more than 40,000 elementary and secondary public school teachers this year. The survey respondents expressed their views on the state of American Education and indicated that they are keenly aware of the home-school connection to raise student achievement. Regarding family involvement, 82% of total number of teachers surveyed said that they know they set the stage for student achievement but they also know they can’t do it alone. Three in four (75%) teachers said that family involvement and family support is absolutely essential in impacting student academic achievement.
Copyright © 2010 Bill & Melinda Gates Foundation. All Rights Reserved. Published by Scholastic Inc. Printed in the U.S.A. Item Number: 279011
A Profile of Hispanic Public School Students
“The number of Hispanic students in the nation’s public schools nearly doubled from 1990 to 2006, accounting for 60% of the total growth in public school enrollments over that period. There are now approximately 10 million Hispanic students in the nation’s public kindergartens and its elementary and high schools; they make up about one-in-five public school students in the United States. In 1990, just one-in-eight public school students were Hispanic. According to the U.S. Census Bureau, in 2050, there will be more school-age Hispanic children than school-age non-Hispanic white children.”
Richard Fry and Felisa Gonzales. Pew Research Center, 2008.
Breaking the Cycle of Poverty
“The educational level of mothers is the most important influence on the educational attainment of children. For young children already in the system, educate their parents, especially the mothers, to the hilt.”
Anne C. Lewis. Phi Delta Kappa International, 1996.
Seeing is Believing: Promising Practices for How School Districts Promote Family Engagement
“There is widespread consensus that family engagement is a critical ingredient for children’s school success from cradle to career, and that it maximizes return on other investments in education.”
Helen Westmoreland, Heidi M. Rosenberg, M. Elena Lopez, & Heather Weiss. Harvard Family Research Project and the National PTA, 2009.
Raising Their Voices: Engaging students, teachers, and parents to help end the High School Dropout Epidemic
“The role of parents in the educational achievement of their children is profound. Students with involved parents, regardless of their family income or background, are more likely to earn higher grades and test scores, enroll in higher level classes, attend school and pass their classes, develop better social skills, graduate from high school, attend college, and find productive work. The opposite is true for students whose parents are less engaged.”
Report by Civic Enterprises in association with Peter D. Hart Research Associates for the AT&T Foundation and The America’s Promise Alliance. 2010.
One Dream, Two Realities: Perspectives of Parents on America’s High Schools
“Parents are clearly ready to help their children succeed academically, but they need information and tools from the schools to do so. Parents, especially those with students trapped in low-income or low-performing schools, desperately want to be involved and want their children to succeed. What parents need is an access point — a way into schools — so they can become partners in helping students learn and achieve.”
Peter D. Hart Research Associates for the Bill & Melinda Gates Foundation, 2008.
On the Front Lines of Schools, Perspectives of Teachers and Principals on the High School Dropout Problem
“The majority of teachers and principals believe that increasing their school’s parental outreach programs would significantly help reduce the number of high school dropouts.”
John M. Bridgeland, John J. DiIulio, Jr. and Robert Balfanz. A report by Civic Enterprises in association with Peter D. Hart Research Associates for the AT&T Foundation and the America’s Promise Alliance, 2009.
The Silent Epidemic, Perspectives of High School Dropouts
“The young people we surveyed believe the communication between schools and parents needs to be greatly strengthened – that schools need to do more to invite parents in and be part of the solutions, and that parents need to do more themselves to be involved.”
John M. Bridgeland, John J. DiIulio, Jr. and Karen Burke Morison. Prepared by Civic Enterprises in association with Peter D. Hart Research Associates for the Bill and Melinda Gates Foundation, 2006.
Double Jeopardy. How third-grade reading skills and poverty influence high school graduation
Educators and researchers have long recognized the importance of mastering reading by the end of third grade. Students who fail to reach this critical milestone often falter in the later grades and drop out before earning a high school diploma. What’s more, the study shows that poverty has a powerful influence on graduation rates. The combined effect of reading poorly and living in poverty puts these children in double jeopardy.
© 2012, The Annie E. Casey Foundation, Baltimore, Maryland.
EARLY WARNING! Why Reading by the End of Third Grade Matters
Millions of American children get to fourth grade without learning to read proficiently. And that puts them on the dropout track. This is the time to take on the challenge of dramatically increasing the number of children, especially from low-income families, who read proficiently. © 2010, The Annie E. Casey Foundation, Baltimore, Maryland.
Early Warning Confirmed. A research update on third-grade reading
The correlations between poverty, failure to read proficiently and failure to graduate from high school have been quantified and reinforced by new research. How failing to read proficiently by the end of third grade affects high school graduation, and how living in a neighborhood of concentrated poverty affects reading achievement and high school graduation. © 2012, The Annie E. Casey Foundation, Baltimore, Maryland.
Two Generations, One Future
Two-generation approaches focus on creating opportunities for and addressing needs of both vulnerable parents and children together. Two generation approaches can be applied to programs, policies, systems, and research. This paper outlines the emerging case for and shares a framework for two-generation approaches.
An Ascend at the Aspen Institute Report, 2012