In the News: Parent engagement up across U.S.
While teacher satisfaction has declined to its lowest point in more than two decades, parent engagement is climbing to new heights across America, a new survey reports.
Also: Two-thirds of students (64 percent) report that they talk about what happens at school with their parents every day, up 14 percent from 1988, the first time the survey asked this specific question, according to the "MetLife Survey of the American Teacher: Teachers, Parents and the Economy." Nearly three times as many students as in 1988 report that their parents visit their school at least once a month—46 percent, up from 16 percent. (Education Week)
Becky Vevea, education reporter for the defunct Chicago News Cooperative, moves
When parents talk to their children about school, expect them to do well, help them plan for college, and make sure that out-of-school activities are constructive, their children do better in school. When schools engage families in ways that are linked to improving learning, and support parent involvement at home and school, students make greater gains. When schools build partnerships with families that respond to their concerns, honor their contributions, and share power, they are able to sustain connections that are aimed at improving student achievement. And when families and communities organize to hold poorly performing schools accountable, school districts make positive changes in policy, practice, and resources.
Parent Involvement 2012
What happens … begins in the council chamber, the school board meeting room, the state house, the U.S. Capitol, and the White House. "Every decision is a political decision," says NEA President Reg Weaver (speaking of teachers but applies even more for parents). "We should no longer accept people making decisions for us, about us, and without us."
How Can Schools, Families and Community Groups Put these Goals into Action?
How Can Schools, Families and Community Groups Put these Goals into Action?
• Recognize that all parents, regardless of income, education or cultural background, are involved in their children's learning and want their children to do well.
• Design programs that will support families to guide their children's learning, from preschool through high school.
• Develop the capacity of school staff and families to work together.
• Link activities and programs for families to improving student learning.
• Focus on developing trusting and respectful relationships among staff and families.
• Build families' social and political connections.
• Embrace a philosophy of partnership and be willing to share power.
• Make sure that parents, school staff, and community members understand that the responsibility for children's educational development is a collaborative enterprise.
• Build strong connections between schools and community organizations.
• Include families in all strategies to reduce the achievement gap between white, middle-class students and low-income students and students of color.
When parents talk to their children about school, expect them to do well, help them plan for college, and make sure that out-of-school activities are constructive, their children do better in school. When schools engage families in ways that are linked to improving learning, and support parent involvement at home and school, students make greater gains. When schools build partnerships with families that respond to their concerns, honor their contributions, and share power, they are able to sustain connections that are aimed at improving student achievement. And when families and communities organize to hold poorly performing schools accountable, school districts make positive changes in policy, practice, and resources.
"Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it's the only thing that ever has." ~~ Margaret Mead (1901 - 1978)
