If we had a road map to what
parental involvement in schools should be, what would it look like? Would it be
a straight line, or a complicated maze of cross streets going in every
direction?
University of Washington
researchers studied The Road Map Project, a collaborative effort to
dramatically improve student achievement in seven school districts in South
Seattle and South King County. In their report after a yearlong study of the
initiative, they found that students were most successful when schools and
communities found creative and culturally responsive ways of engaging parents.
“The Road Map Project was
very clear that parent-community engagement was one of the key mechanisms for
achieving its 2020 goal, to double the number of young people who are on track
to college and career and to close the opportunity gap,” said Ann Ishimaru,
assistant professor in the UW College of Education and co-author of the report.
The UW is also one of many
community partners of the project.
The idea of The Road Map Project
is to go beyond traditional involvement such as parent-teacher conferences and
associations and school open houses to offer parents more relevant ways to help
their children succeed.
“We know from decades of
research that it makes a difference when parents are involved in their child’s
education,” Ishimaru said. “It helps not only students’ test scores, but also
their behavior in school, attendance, the coursework they take. They are
involved in higher-level programs and they’re more likely to graduate. Our
study suggests promising ways to create more meaningful opportunities for
family participation, especially in a region of such dramatic cultural and
linguistic diversity.”
Districts in the project are
Auburn, Federal Way, Highline, Kent, Renton, Seattle (only South Seattle
schools) and Tukwila. Of the 119,000 students in that region, 66 percent are
students of color, 58 percent come from low-income families and 167 different
primary languages are spoken. Ishimaru and colleagues studied two of those
districts – Federal Way and Kent – plus a community effort called White Center
Promise Initiative.
Each Road Map Project entity
is engaging parents in different ways. Federal Way uses family liaisons to help
parents cultivate good relationships with school staff, and parents are given a
“menu” of choices about how to be involved, from using specific tutorials at
home to observing school board meetings or participating in leadership
training.
Kent uses parent facilitators
in different languages to teach a nine-week evening Parent Academy for Student
Achievement, which helps parents learn how to best advocate for their child and
create educational partnerships with teachers and staff.
White Center Promise is a
long-term effort to eradicate poverty by involving families in the services and
support they need through schools and community organizations, and to help
students graduate and go on to living-wage careers.
The UW report shows one of
the most effective strategies across school districts is to listen to parents
to find out their concerns, priorities and expertise, and to do it in their own
language. For instance, Federal Way Schools hosts workshops that allow parents
to speak in their native language while the director of the district’s Family
and Community Partnerships Office hears real-time translation through a
headset. Those workshops, part of the district’s Parent Leadership Institute,
also allow parents to share concerns and ideas with each other.
“Sometimes parents can’t
speak English and schools don’t even think to plan for that,” Ishimaru said.
“But more broadly, the problem is whether parents feel like they belong or are
welcome. When schools only have traditional activities, like joining the PTA or
giving money to a fundraiser, that’s telling parents there’s only one way to
interact with the school.”
Ishimaru said it’s important
for schools to be culturally responsive and use “cultural brokers.” Those are
parents or others in the community who are usually bicultural and bilingual,
and can guide immigrant and other non-English-speaking parents through the
world of American public schools. They also can help educators better
understand multi-cultural families and communities.
“These cultural brokers exist
in every school and every community,” Ishimaru said. “At one school we found it
was the woman who worked in the cafeteria. There was no family liaison at the
school but everyone knew to just walk into the lunchroom and she would tell
them what was going on.”
Ishimaru said the three sites
they studied continue to refine their approaches to parent engagement. The Kent
School District is now moving beyond the copyrighted California
parent-engagement curriculum it bought to engage parents in developing its own
curriculum, which adds components to help students develop a positive racial
identity and better deal with bullying. Kent would then be able to share its
curriculum with the rest of The Road Map region.
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