Reframing Family Involvement In Education: Supporting .
EQUITY MATTERS: Research Review No. 5Reframing FamilyInvolvement in Education:Supporting Families toSupport Educational EquityHeather B. WeissSuzanne M. BouffardBeatrice L. BridglallEdmund W. GordonA Research Initiative of the Campaign for Educational Equity
EQUITY MATTERS: Research Review No. 5Reframing Family Involvement in Education:Supporting Families to Support Educational EquityHeather B. Weiss, Suzanne M. Bouffard,Beatrice L. Bridglall, and Edmund W. GordonDecember 2009A Research Initiative of the Campaign for Educational EquityTeachers College, Columbia University
TABLE OF CONTENTSExecutive Summary.4Overview.6Historical Overview of Conceptions of Family Roles and Responsibilitiesin Children’s Learning and School Achievement Programs .8Recent Research on Involvement of Economically Disadvantagedand Minority Families.10A Comprehensive Approach to Family Involvement in Learning.13Family Involvement as Shared, Mutual Responsibility.13Family Involvement Across All Learning Contexts and Age Groups.15Family Involvement Embedded in Complementary Learning Systems.16Benefits of Comprehensive Family Involvement for Student Learning.18Parenting Practices, Processes, and Interactions.19Family–School Connections, Relationships, Communication, and Decision Making.21Family Involvement in Supplementary/Complementary Learning Settings.23Themes Across the Research.23The Interventions Evidence.24Promising Family Involvement Investments.30Miami-Dade’s Connected Schools.30Community Organizing.30Conditional Cash Transfers.31Building Pathways across Contexts and through the School Career.31Cradle to Career Family Involvement.32The Role of State Support.32Recommendations and Conclusion.34Notes.37References.38About the Authors.51
Reframing Family Involvement in EducationExecutive Summary4One of the most powerful but neglectedsupports for children’s learning and development isfamily involvement both in and out of school. Over40 years of steadily accumulating evidence showthat family involvement is one of the strongestpredictors of children’s school success, andthat families play pivotal roles in their children’scognitive, social, and emotional development frombirth through adolescence. However, resources forand commitments to promoting meaningful familyinvolvement have been few, weak, and inconsistent.Current education policy creates “random actsof family involvement” (Gil Kressley, 2008) insteadof building a coherent, comprehensive, continuous,and equitable approach to involvement. Thisunderscores the need for broader understanding ofthe potential benefits of more strategic and systemicinvestments in family involvement in education,particularly for disadvantaged children.To reframe public understanding of the benefitsof family involvement in children’s education, thispaper lays out a research-based definition andmore equitable approach to family involvement andpositions it as a key cross-cutting component ofbroader comprehensive or complementary learningsystems in which families, schools, after-school andsummer learning programs, school-based healthclinics, and others have a shared responsibility forchildren’s learning.We define family involvement as co-constructed,shared responsibility because meaningful and effectiveinvolvement includes not just parents’, caregivers’,and teachers’ behaviors, practices, attitudes, andinvolvement with the institutions where childrenlearn, but also these institutions’ expectations,outreach, partnerships, and interactions withfamilies. Families, schools, and communities musttogether construct family involvement, activelytaking part and sharing responsibility in buildingmutually respectful relationships and partnerships.Public policy must champion and strengthen familyinvolvement efforts so defined.Beginning with a brief historical overview ofconceptions of family roles and responsibilitiesin children’s learning, this paper next offers areview of recent research on the ways in whichexpectations and support for family involvementhave shifted, particularly with respect toeconomically disadvantaged and racial and ethnicminority families. Research suggests that lowincome families have fewer opportunities forinvolvement and are, indeed, less involved inmany ways.The next section lays out a reframed approachto family involvement: Family involvement shouldbe situated within larger complementary learningsystems to facilitate continuity of learning acrosscontexts and ages, increase the chances that familiesand other learning supports will share learning goalsand commitments to the child’s school success, andincrease the opportunities to surround childrenwith a linked network of supports so that if onearea of support falters, others remain. Familyinvolvement is necessary, but not sufficient: To besuccessful in school and in life, children must haveaccess to multiple supports, including enrichingearly childhood experiences, effective schools, outof-school time programs, and nurturing families.Emerging research suggests that these supportscan be more effective when they are intentionallyconnected to each other.This reframing is supported by a detailedreview of the research and evaluation literaturein order to make a research-based case for thebenefits of comprehensive family involvement instudent learning, including the effects of parentingpractices, processes, and interactions; family–school connections, relationships, communication,and decision making; and supplementary orcomplementary learning settings such as after-
school or summer learning programs. Weemphasize that no one support or strategy, butrather constellations of multiple localized family,institutional, and community behaviors and practicestogether contribute to learning.Interventions that have been developed toincrease parental involvement among low-incomefamilies and other at-risk populations are anotherimportant part of the knowledge base. The nextsection of the paper reviews the family involvementresearch and intervention literature, coupledwith research on the barriers and supports forthe involvement of disadvantaged and minorityfamilies. The interventions evidence providesmuch of the warrant for our proposed reframingof family involvement: Continuous, cross-contextfamily involvement is necessary to meet the goal ofeducational equity.To aid in achieving this goal, four research-basedessential principles should be the foundation forfuture family involvement policy and investments:The recommendations and conclusion to thepaper argue for a research-based and broadly sharedapproach to family involvement to guide policydevelopment and practice. Family involvementwithin a complementary learning system isnecessary to achieve educational equity and closeachievement gaps; differences in opportunitiesThe family involvement field does not now havethe robust three-tiered infrastructure of national,state, and local supports necessary to developstrong, high quality, continuous, and accountablelocal involvement efforts. Nor is there sufficientmonitoring of the implementation of federal familyinvolvement mandates.We believe that President Obama and hisadministration should use their bully pulpit to helpthe public understand the key role of families inshaping the life trajectories and school success oftheir children, and the public’s shared reciprocalresponsibilities. This should be followed by thedevelopment and implementation of a comprehensiveand long-term family involvement strategy withresources for capacity building, monitoring andaccountability, and professional development, aswell as incentives for innovation and evaluation.It should also include a federal legislative audit toset the stage for a more integrated platform aspart of the upcoming reauthorization of educationlegislation.Real progress on family involvement will alsorequire the development of a strategic research,innovation, and evaluation agenda. Conceptions ofthe role of research and evaluation are changingin major ways with new emphases on innovation,learning, and continuous improvement. Thisis particularly appropriate in cases where theintervention base is weak and the challenges aresubstantial and complex. Real progress will alsorequire new investments in pre- and in-serviceprofessional development for family involvementfor all involved in providing complementary learningservices from early childhood educators andteachers to after-school providers. Investments ininnovation must be co-developed by researchersand practitioners and based on partnerships amongschool practitioners, interdisciplinary universityresearchers, and social entrepreneurs—and wewould add families to this mix.5The Campaign for Educational Equity1. Policy and other investments must approachfamily involvement as a shared and meaningfulresponsibility among multiple stakeholders andacross different sections of society.2. Family involvement must be understood asnecessary but not sufficient for educationalsuccess and situated within a comprehensive orcomplementary learning system.3. Family involvement efforts should operatefrom a developmental perspective andpromote continuous involvement across keylearning contexts.4. Family involvement efforts should be systemicand sustained.for family involvement precipitate or exacerbateunequal educational opportunities and outcomes.
Reframing Family Involvement in EducationOverview6Research shows that children learn everywhere—not just in school. As recognition of this importantfinding grows, we and others are calling for neweducational policies that reflect this understandingand for investments to expand the out-of-schoollearning opportunities that research shows arekey to children’s learning, development, and schoolsuccess (Gordon, Bridglall, & Meroe, 2005; HarvardFamily Research Project, 2005a; Rebell & Wolff,2009; Rothstein, 2004; Rothstein, Jacobsen, & Wilder,2008; Wilder, Allgood, & Rothstein, 2008; see alsowww.boldapproach.org). Further, it is increasinglyevident that access to quality out-of-school learningopportunities and supports is inequitably distributedalong socioeconomic lines. This inequity contributesboth to achievement gaps and to decreased chancesthat economically and otherwise disadvantagedchildren will reach their full potential. As a result,there is a need for greater public investments toensure equitable access to these critically importantlearning opportunities. Finally, whether it is labeled“supplementary education” (Gordon et al., 2005),“complementary learning” (Harvard Family ResearchProject, 2005a), or “comprehensive educationalopportunity” (Rebell & Wolff, 2009), we and othersurge that in- and out-of-school learning opportunitiesand supports be systematically linked and alignedwith each other to create mutually reinforcing andsupportive learning pathways from birth through highschool and beyond (Weiss, Little, Bouffard, Deschenes,& Malone, 2009).In pursuit of this goal, one of the most powerfulbut also one of the most neglected supportsfor children’s learning and development is familyinvolvement both in and out of school. As our reviewof the research will show, there are over 40 years ofsteadily accumulating evidence that family involvementis one of the strongest predictors of children’s schoolsuccess, and that families play pivotal roles in theirchildren’s cognitive, social, and emotional developmentfrom birth through adolescence. However, whenparents are mentioned in the national dialogue abouteducation reform, the tone is often one of blame, andfamily members are seen as a problem rather thanan asset, particularly in the case of disadvantaged andethnic minority families. From the national to the locallevel, resources for and commitments to promotingmeaningful family involvement have been few, weak,and inconsistent.As result, current education policy tends tocreate “random acts of family involvement” (GilKressley, 2008) instead of building the more coherent,comprehensive, continuous, and equitable approachto involvement that research suggests could enable allfamilies more effectively to support and contribute totheir children’s learning, development, and academicsuccess. This failure to create and test a morecoherent approach reflects a lack of understandingof the many ways families do and could supportlearning when the supports and barriers to doing soare addressed; it underscores the need for broaderunderstanding and discussion of the potential benefitsof more strategic investments in family involvement ineducation, particularly for disadvantaged children. Toreframe public understanding of family involvementand to stimulate further discussion, this paper laysout a research-based definition and more equitableapproach to family involvement and positions it as a keycross-cutting component of broader comprehensiveor complementary learning systems in which families,schools, after-school and summer learning programs,school-based health clinics, and others have a sharedresponsibility for children’s learning.As our research review will show, meaningfuland effective involvement includes not just parents’and caregivers’ behaviors, practices, and attitudes andinvolvement with the institutions where their childrenlearn, but also these institutions’ expectations,outreach, partnerships, and interactions with familieson behalf of the child’s learning and development.
Therefore, we define family involvement as a “coconstructed” concept and process centered on sharedresponsibility. Gordon (2005) has noted elsewherethat “Society has not equally prepared all segmentsof the population” for this shared responsibility (p.328). Thus, we argue that there is a strong case forpublic policy to champion and strengthen familyinvolvement efforts so defined, as well as for furtherdevelopment and testing of this approach, becausethese are essential elements in efforts to increaseeducational equity, close achievement gaps, and ensurethat disadvantaged children develop the “intellectivecompetence” (Gordon & Bridglall, 2006) and otherskills they need for 21st-century success.We believe the answers to these questions7The Campaign for Educational EquityThe paper begins with a brief historical researchoverview of shifts in expectations and support forfamily involvement in children’s learning, particularlywith respect to economically disadvantaged andracial and ethnic minority families. In attending tothe ways in which race, ethnicity, and social classaffect parenting and family involvement, morerecent research has increased understanding of theeffects of societal and economic factors on families’involvement in their children’s learning at home, atschool, and in the community in order to promotetheir development and academic success. In light ofthis history and the accumulating research indicatingthe value of involvement as well as the barriers toit, the paper’s next section lays out our reframedapproach to family involvement as a key componentof comprehensive or complementary learning. Wethen present a detailed review of the research andevaluation literature through the lens of this broaderdefinition of involvement in order to address thefollowing questions: How do families supportacademic development and what kinds of supportsare demonstrably related to academic developmentand school success? Is there evidence that familyinvolvement interventions in fact pay off in betteroutcomes? What are the implications of the researchand intervention literature for developing moreevidence-based approaches to family involvement?provide the warrant for our proposed new approachand describe some promising examples now beingtested in states and communities. We conclude withrecommendations for new and greater strategic federal,state, and local investments in family involvement.
Reframing Family Involvement in EducationHistorical Overview of Conceptions of Family Roles and Responsibilities inChildren’s Learning and School Achievement Programs8Public and community interest in and discussionof child rearing and of what families do to supporttheir children’s learning are as old as human culture.Citing the consideration that writers such as Plato andRousseau gave to parenting issues and responsibilities,Brim (1959) noted that childrearing is fundamental tosociety,and“thus like society’s economic system,religion,and politics, receives the attention of commentatorsupon the social order in every historical period” (p.323). In the American colonial period, concern withfamily involvement in learning resulted in enforcing a1642 Massachusetts law requiring families to make surethat their children learned to read and were taught atrade (Bremner, 1970). In his analysis of the roles offamilies and of the balance of responsibility for learning,Coleman (1968) reminds us that, in earlier centuries,families assumed responsibility for the welfare of theirmembers from cradle to grave. He argues that “It wasa welfare society, with each extended family serving asa welfare organization for its own members” (pp.7-8).Thus, it was in the family’s best interest to providesupport for its own members; it was also in the family’sinterest to see that its members became productive.With the 19th-century transition from an agrarianto an industrial economy, this focus of developmentalresponsibility for economic relations and commodityproduction on the family became less central. Colemanargue
Reframing Family Involvement in Education One of the most powerful but neglected supports for children’s learning and development is family involvement both in and out of school. Over 40 years of steadily accumulating evidence show that family involvement is one of the strongest predictors of children’s school success, and
16 Reframing in Action: Opportunities and Perils 323 17 Reframing Leadership 337 18 Reframing Change in Organizations 371 19 Reframing Ethics and Spirit 393 20 Bringing It All Together: Change and Leadership in Action 407 21 Epilogue: Artistry, Choice, and Leadership 431 Appendix: The Best of Organizational Studies 435 Notes 439File Size: 2MB
uous and systemic family involvement efforts. Building these investments in policy and practice requires reframing family involvement within a complementary learning framework. As our Theory & Practice article outlines—and articles throughout the issue illustrate—invest-ments in family involvement are important
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Reframing Family Involvement in Education: Supporting Families to Support Educational Equity (3-9) . presents a research-based, comprehensive, continuous and equitable approach to family involvement in education. Responsiveness to Family Cultures, Values, and Languages (0-9)
local family involvement programs. 17 PARENTAL INVOLVEMENT. means the participation of parents in regular, two-way, and meaningful . strong family supports; comprehensive education reform. Implement climate measurement systems . Reframing the Discussion. Embrace the Challenge:
Just need more education and family involvement REFRAMING AGING What can we do about it? Helpful reframes can fill in the gaps and avoid triggering unproductive thinking Top Seven Things to Remember
Reframing Leadership: Framework for Organizational Change . Objectives . Extended family Goals Specialized roles Division of labor Rules, policies, . involvement, sharing feelings Competitive occasions to win points Sacred occasions to celebrate and transform the
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