Dual Capacity Building
and Student Achievement
Karen L. Mapp, EdD
Harvard Graduate School of Education
New Developments in the Field of
Family and Community Engagement
• Increased focus on family engagement from philanthropy: Kellogg, Annie
E. Casey, and the Packard Foundation
• Formation of the National Partnership for Family, School and Community
Engagement, with support from the Heising-Simons Foundation
• Third USDOE I3 competition
• Education Nation to include feature panel on family engagement
• NYC Fund for Public Advocacy Forum on Family Engagement, Oct 2013,
with support from Scholastic FACE
• Changes in state policy: inclusion of family engagement in assessment and
evaluation rubrics (For example, MA and NY)
• Over 125 members of the IEL based Family Engagement District Leaders
Group
• More district systemic initiatives
• Introduction of the Family Engagement in Education Act in August, 2013
Why the increase in focus on
family and community
engagement?
Perhaps the education sector is
finally paying attention to the
solid research base shows that
how families are engaged in
their children’s learning and
development matters...
...
Family engagement matters
Family engagement matters
...
for student literacy
PISA study on Family Engagement (2010):
•Fifteen-year old students whose parents often read books with them
during their first year of primary school show markedly higher PISA scores
than students whose parents read infrequently with them or not at all (The
average difference is 25 score points, which equates to over half a school
year).
•The performance advantage among students whose parents read to
them early in their school years is evident regardless of family’s
socioeconomic status.
•Students are never too old to benefit from their parents interest in them:
Family engagement with their 15-year olds (talking about current events,
about school, etc.) is strongly associated with better PISA performance.
Family engagement matters
...
for student literacy
National Center for Family Literacy Study:
•A meta-analysis of 14 experimental/quasi experimental studies to
determine the causal role of parent actions in children’s literacy
development from kindergarten to third grade found that how parents are
engaged in their children’s reading acquisition does matter.
Family engagement matters
...
for social & emotional
development
•Study by Gonzales-Pienda, et al, found that the more parental
involvement:The more positive was children’s academic self-conceptThe
higher was children’s tendency to internalize or accept responsibility for
the results of their academic behavior. The better were children’s
academic aptitudes (verbal, reasoning, and calculus – their speed and
precision in performing operations with numbers and quantitative
concepts).
Family engagement matters
...
for school improvement
FIVE ESSENTIAL SUPPORTS
•
The University of Chicago Consortium on Chicago School Research
1.
LEADERSHI
P
as the Driver
for Change
2.
PROFESSIO
NAL
CAPACITY
CLASSROOM
IC
4.
STUDENTCENTERED
LEARNING
CLIMATE
5.
INSTRUCTIO
NAL
GUIDANCE
3.
PARENTCOMMUNITY
TIES
3.
PARENTCOMMUNITY
TIES
Effective
Home/School
Partnerships
Supporting Student
Achievement & School
Improvement
Why has it been so difficult to
cultivate and sustain effective
home/school partnerships?
effective partnerships?
Effective
Home/School
Partnerships
Supporting Student
Achievement & School
Improvement
Limited focus on building the
capacity for stakeholders to
partner in ways that support
student achievement and school
improvement
School & Program Staff Who Can:
•
•
•
Honor and Recognize Families’ Funds
of Knowledge
Connect Family Engagement to
Student Learning
Create Welcoming, Inviting Cultures
Effective
Home/School
Partnerships
Supporting Student
Achievement & School
Improvement
Families Who Can Negotiate
Multiples Roles:
•
•
•
Supporters
Encouragers
Monitors
•
•
•
Advocates
Decision Makers
Collaborators
Dual Capacity Building Framework for Family-School Partnerships
The Challenge
Lack of opportunities
for school/program
staff to build the
capacity for partnership
Ineffective
Family/Schoo
l Partnerships
Lack of opportunities
for families to build
the capacity for
partnership
Conditions
for Success
Policy &
Program Focus
Family and Staff
Capacity Outcomes
Organizational
Conditions
•Systemic: across the
organization
•Integrated:
embedded in all
programs
•Sustained: with
resources and
infrastructure
To build and
enhance the
capacity of
staff/families in the
“4 C” areas:
School & Program Staff Who Can:
•
•Capabilities (skills
•
Process Conditions
•Linked to Learning
•Relational
•Developmental vs
service orientation
•Collaborative
•Interactive
•
and knowledge)
•Connections
(networks)
•Cognition (beliefs,
values)
•Confidence (selfefficacy)
Honor and Recognize Families’ Funds
of Knowledge
Connect Family Engagement to
Student Learning
Create Welcoming, Inviting Cultures
Effective
Family/School
Home/School
Partnerships
Supporting Student
Achievement & School
Improvement
Families Who Can Negotiate
Multiple Roles:
•
•
•
Supporters
Encouragers
Monitors
•
•
•
Advocates
Decision Makers
Collaborators