These articles are sample summary reviews of guiding work in the field.
- California Department of Education. (2011). Family engagement framework: A tool for california school districts. Sacramento: Author.
Retrieved from http://www.wested.org/online_pubs/cpei/family-engagement-framework.pdf
This article sets forth a framework created for California schools when considering working with families. This framework includes principles as well as tools, research, district activities, and rubrics for implementation, all of which are included in the document.
- Caspe, M., Lopez, M.E., Chu, A., & Weiss, H.B. (2011). Teaching the teachers:
Preparing educators to engage families for student achievement. Cambridge,
MA: Harvard Family Research Project and Alexandria, VA: National PTA.
Retrieved from http://www.hfrp.org/publications-resources/browse-our-publications/teaching-the-teachers-preparing-educators-to-engage-families-for-student-achievement
This brief describes the importance and benefits of training for educators in regards to working with families, and the specific skills they need to be effective.
- Harvard Family Research Project. (2010). Family engagement as a systematic, sustained, and integrated strategy to promote student achievement. Cambridge, MA: Harvard University.
This brief discusses family engagement as a part of complementary learning: the creation of an integrated set of resources to help support students. The definition of family engagement is expanded beyond volunteering at school, and the authors suggest that family engagement is a shared responsibility in learning, continuous across a child’s life, and occurring in multiple settings. Each of these components is explored.
- Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on achievement. Austin, TX: National Center for Family & Community Connections with Schools.
This is a comprehensive research review of the positive effects of schools partnering with families in improving student academic achievement and other outcomes, spanning two decades. Specific, concrete applications to practice are described, as are important concepts for community members and policy developers. Cultural and linguistic diversity is addressed specifically.
- Jeynes, W. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47(4), 706-742. doi: 10.1177/0042085912445643.
Article can be accessed here.
Jeynes’ analysis examines the relationship between academic achievement of students pre-kindergarten through 12th grade and parental involvement programs. The results indicate a significant relationship between academic achievement and parental involvement, and also discussed are several types of school-based parental involvement programs, which are effective. Significance and recommendations are shared. This is one of a series of meta-analyses, which highlight the importance of families in student achievement.
- Redding, S., Murphy, M., & Sheley, P. (Eds). (2011). Handbook on family and community engagement. Lincoln, IL: Academic Development Institute/Center on Innovation & Improvement.
Retrieved from http://www.families-schools.org/downloads/FACEHandbook.pdf
The handbook discusses many specific topics within the field of family engagement, including collaboration in high school, with students who have disabilities, and in early childhood. Each chapter offers background on the topic as well as suggestions for action for the state education agency, local education agency, and school. Case studies are also presented, as well as a checklist for action at the conclusion of the handbook.
- U.S. Department of Education, & SEDL (2014). Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships. Retrieved from http://www2.ed.gov/documents/family-community/partners-education.pdf.
This document describes the shifting of family-school partnerships from a peripheral conversation to an integral component of educational reform. Specific roles and responsibilities for school staff and families are delineated by identifying specific challenges, conditions, policies, programs, and outcomes.
Disclaimer: The views and opinions expressed on this webpage are those of the State Advisory Council for Parent Involvement in Education and do not necessarily reflect the official policy or position of the Colorado Department of Education or the Colorado State Board of Education.