Family and Community Involvement in Student Learning
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Becoming a parent, at any age, can be a life-altering experience. Regardless of race, education, and socio-economic status, motherhood—and fatherhood—uniformly places demands on one’s life that were non-existent prior to the birth of a child. When school-aged students become parents, the new responsibilities can be overwhelming. For teenage parents who lack support from their own parents, this experience can be even more daunting as they seek support in adult-oriented systems, which even older parents may find challenging. |
This brief addresses the question: What research or promising practices should an individual district or a cooperative among several districts consider with regard to the establishment of an alternative high school in a rural area? |
The U.S. Department of Education convened this forum on November 9, 2010 to provide an opportunity for stakeholders representing families, communities, federal agencies, government, philanthropy, practitioners at all levels of the educational system, and support organizations to develop a policy strategy that fosters systemic, integrated, and sustained family and community engagement that connects to student learning. Effective family and community engagement emphasizes shared responsibility and opportunities to support children’s learning from cradle to career in the home, school, and community. This forum will help inform new directions for policies and identify federal, state, and local strategies that can drive these opportunities. |
This brief addresses the questions: What are some examples of underachieving schools that have involved parents and community partners to increase student achievement through building a focus on college and career readiness? How do they solicit community response and what contributions have parents/community members made to support a college and career readiness environment? What does the research say about this topic? |
This brief was developed by SEDL's Texas Comprehensive Center to answer the question, "What strategies can be implemented to aid students and their parents in the transition from eighth grade into high school?" The transition from eighth grade to high school results in a higher drop-out rate and more grade retentions than any other grade. However, when districts and schools develop and implement a sound transition program, the outcomes for ninth graders are improved. |
Many educators recognize the importance of family and community involvement in school improvement efforts and are seeking to reframe the way they engage these groups. This publication, which supplements Working Systemically in Action: A Facilitator’s Guide, provides practical guidance for educators who are seeking to engage family and community members in systemic school improvement efforts. |
Parental Information and Resource Center (PIRC) leaders gathered in Washington, DC, for the National PIRC Project Directors’ Conference on July 22–24. The conference was organized around four content strands: early childhood parent education; statewide leadership and partnerships; communicating with parents about state and local report cards, public school choice, and supplemental education services; and parental involvement strategies described in Section 1118 of the Title I provisions. |
A Practitioner's Guide: Building and Managing Quality Afterschool Programs is designed to share with you the practices that can help you cover it all—great programming, terrific staff, positive relationships, and plenty of resources to lead and sustain successful afterschool programs. |
Designed for educators who are implementing Title I, Part A parental involvement provisions, this toolkit includes detailed explanations of the provisions and 33 tools to help states, districts, and schools meet the requirements. |
This searchable, online database includes annotations for over 140 articles, monographs, and other literature related to school, family, and community involvement in education. |
This resource, developed by SEDL’s Southeast Comprehensive Center (SECC), is a compendium of tools for promoting policies supporting parent and family involvement. |
This online toolkit provides resources for developing fun, innovative, and academically enriching activities for afterschool and expanded learning programs. The toolkit includes promising practices and sample lessons in the arts, literacy, math, science, technology, and homework help. |
Brief videos illustrate promising teaching techniques in six key areas: the arts, homework, literacy, math, science, and technology. Use these free videos with afterschool staff to explore new ways to embed academics in fun afterschool activities. |
This review of family involvement literature published from 2005 to 2008 explores a range of family involvement programs, challenges, needs, strategies, and contexts. |
