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All Publications & Resources
WORKING WITH TEACHERS AND FAMILIES
COMPLEMENTARY LEARNING CONNECTIONS
In this Voices from the Field article, Shael Polakow-Suransky, the New York City Department of Education's Deputy Chancellor in the Division of Performance & Accountability, discusses five lessons gleaned from the ARIS Parent Link data system, one of the many tools NYC schools employ to help educators and families evaluate student learning and support student achievement.
Shael Polakow-Suransky (October 2010) Research Report
Margaret Caspe from HFRP describes the various measures family intervention and prevention programs use to evaluate family processes.
Margaret Caspe (Winter 2004/2005) Evaluation Exchange Article
Brenda Miller and Ginger Peacock Preston from the Jacksonville Children’s Commission describe how the city of Jacksonville, Florida, is integrating family involvement into a system of care for children and families.
Brenda Miller , Ginger Peacock Preston (Spring 2008) Evaluation Exchange Article
Amy Aparicio Clark and Amanda Dorris describe how the PALMS Project supports educators’ efforts to engage Latino parents in college preparation and enrollment.
Amy Aparicio Clark, M.Ed. , Amanda Dorris, M.Ed. (Spring 2008) Evaluation Exchange Article
Jeanne Brooks-Gunn reflects on the breakthrough findings and new directions for research, evaluation, and practice in family-focused interventions.
Holly Kreider (Winter 2004/2005) Evaluation Exchange Article
Director of an organizational development consulting practice, professor, and author, Michael Quinn Patton reveals historical and emerging trends in evaluation practice.
Julia Coffman (Spring 2002) Evaluation Exchange Article
Richard Rothstein argues that narrowing the achievement gap requires substantial changes in social policy in addition to extensive school reform.
Julia Coffman (Spring 2005) Evaluation Exchange Article
Rudy Crew, Superintendent of the Miami-Dade County Public Schools, talks about his book, Only Connect, and his efforts to close the achievement gap in Miami-Dade County.
Suzanne Bouffard, Ph.D. (Spring 2008) Evaluation Exchange Article
Emily Schneider-Krzys, the Deputy Program Director of Citizen Schools in Texas, explains how the Citizen Schools program’s focus on creating networks, building intentional relationships, and establishing consistent communication helps to engage families and support student learning.
Emily Schneider-Krzys (August 2009) Research Report
Priscilla Little, an independent consultant working in afterschool research and evaluation, reflects on the transformation of afterschool from being merely a “safe haven” for kids whose parents are working to a core component of a holistic education. She also highlights six strategies for engaging families in afterschool programs.
Priscilla Little (June 28, 2012) Research Report
In this Research Digest, William Jeynes highlights key findings from his recent meta-analysis examining the effectiveness of different types of school-based parental involvement programs. His study found that programs that emphasized shared reading, teacher–parent partnership, checking homework, and teacher–parent communication all had statistically significant positive effects on student outcomes. Jeynes discusses why the effects of school-based programs are greater than the effects seen with “voluntary” expressions of parental engagement.
William H. Jeynes (February 7, 2013) Research Report
This paper presents the initial findings from an ethnographic case study, focusing on the mixed-method research strategy used in the MacArthur Comprehensive Child Development Project Follow-up Study. The aim of the study was to expand the understanding of children's developmental trajectories as they traverse the elementary school years. This paper presents three case study vignettes of children in the second grade, each highlighting a different aspect of family-school communication from the perspective of the children's parents, and highlights the methodological strengths of ethnography. The third vignette uncovered the complexity and contradictions and race, racism, and informal communication between home and child for one African-American child. (Available in ERIC Document Reproduction Service No. ED422111)
Heather Weiss , J. Dirks, K. Friedman, G. Hanley, H. Kreider, E. Levine, E. Mayer, C. McAllister, P. Vaughan, J. Wellenkamp (July 1998) Research Report
Tina House of the Colorado Parent Involvement Network for Education discusses a collaborative approach to providing statewide leadership for family engagement.
Tina House (May 2009) Research Report
Ken Smythe-Leistico is the director of Ready Freddy: Pathways to Kindergarten Success at the University of Pittsburgh’s Office of Child Development. In this profile, Ken discusses the Ready Freddy program—created in collaboration with Pittsburgh Public Schools, families, and community partners to increase the likelihood that children will have a successful kindergarten year.
Ken Smythe-Leistico (March 15, 2012) Research Report
This tool, developed through a partnership between the Harvard Graduate School of Education and Survey Monkey, provides educators with free access to a set of survey questions, or scales, to help them collect and analyze data about their family engagement work. These scales also provide educators with an efficient way to assess the progress of their work and identify areas for improvement.
Beth Schueler (February 7, 2013) Research Report
A mother advocated strongly for her daughter's special education placement at a new school, but now appears under-involved to the teachers. The classroom and resource room teachers disagree about whether to retain the girl in second grade, and the classroom teacher must make a recommendation to the principal, knowing the family has opposed retention in the past.
Peggy Vaughan (2002) Teaching Case
Helen Westmoreland and Suzanne Bouffard describe the evolving evaluation strategy for the national Parental Information and Resource Centers program, the program’s potential to build the family involvement field, and the role of the National PIRC Coordination Center.
Helen Westmoreland , Suzanne Bouffard, Ph.D. (Spring 2008) Evaluation Exchange Article
This issue of FINE Forum explores new forms of and strategies in family involvement, all of which share a common goal: expanding and deepening family and community roles to help students meet high standards.
Harvard Family Research Project (Winter 2001/2002) Research Report
Maria C. Paredes, Director of Community Education at Creighton School District in Arizona, discusses one of the district’s family engagement strategies that was developed—in part—from data she collected demonstrating that parents were more interested in attending academically-oriented activities than other types of events such as potlucks or family-fun nights.
Maria C. Paredes (October 2010) Research Report
This study found that teachers with National Board for Professional Teaching Standards certification have more positive attitudes, are more tenacious in their approaches, and have more strategies for engaging families than noncertified teachers.
Rick Ginsberg , Lauri Hermann-Ginsberg (March 2005) Research Report
Anne Brady and Julia Coffman of Harvard Family Research Project share results and lessons from HFRP's Parenting Study.
Anne Brady , Julia Coffman (1997) Evaluation Exchange Article
Analysis of National Educational Longitudinal Study (NELS) data shows that parents' high educational expectations positively affect students' academic achievement in high school.
Evanthia Patrikakou (September 2004) Research Report
African-American and Chinese-American parents use alternative forms of social capital to support their children's education.
John Diamond , Ling Wang, Kimberly Gomez (May 2006) Research Report
Second grade teacher Nikki believes that participation in a formal after school program would help her student Cindy academically at school. However, Cindy's single working mother Marla prefers to keep Cindy with her in the afternoons after her numerous struggles with securing quality affordable care in the community. What are the roles of family, school, and community in promoting children's learning and development in out-of-school time?
Ellen Mayer (2005) Teaching Case
Gerard Robinson discusses how and why low-income and working-class Black parents are involved in enrolling their children in after school programs.
Gerard Robinson (Spring 2008) Evaluation Exchange Article