SEDL – Advancing Research, Improving Education A New …

SEDL ? Advancing Research, Improving Education

A New Wave of Evidence

The Impact of School, Family, and Community Connections on Student Achievement

Annual Synthesis 2002

Anne T. Henderson Karen L. Mapp

SEDL ? Advancing Research, Improving Education

A New Wave of Evidence

The Impact of School, Family, and Community Connections on Student Achievement

Annual Synthesis 2002

Anne T. Henderson Karen L. Mapp

Amy Averett Joan Buttram

Contributors

Deborah Donnelly

Catherine Jordan

Marilyn Fowler

Margaret Myers

Evangelina Orozco Lacy Wood

National Center for Family and Community Connections with Schools SEDL 4700 Mueller Blvd. Austin, Texas 78723

Voice: 512-476-6861 or 800-476-6861 Fax: 512-476-2286 Web site: E-mail: info@

Copyright ? 2002 by Southwest Educational Development Laboratory (SEDL). All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from SEDL or by submitting a copyright request form accessible at on the SEDL Web site.

This publication was produced in whole or in part with funds from the Institute of Education Sciences, U.S. Department of Education, under contract number ED-01-CO-0009. The content herein does not necessarily reflect the views of the U.S. Department of Education, or any other agency of the U.S. government, or any other source.

To the late Susan McAllister Swap

For more than 20 years, Sue worked tirelessly with both parents and educators, exploring how to develop closer, richer, deeper partnerships. In her last post, she directed with distinction the Center on Families, Communities, Schools, and Children's Learning at Wheelock College. Her final book, Developing Home-School Partnerships, is a classic. Her family, her many friends, and her colleagues were deeply saddened by her untimely passing. We recall her fondly as a wonderful person with great warmth and many talents. Her contributions to the field and her inspiring leadership will long be remembered.

Table of Contents

List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 A New Wave of Evidence--In Short . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

About the Studies How We Selected the Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 What the Studies Cover . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Limitations of the Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 How to Get Copies of the Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Synthesis of Research Studies How the Studies Define Family Involvement and Student Achievement . . . . . . . . . 21 Studies on the Impact of Parent and Community Involvement on Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Studies on Effective Strategies to Connect Schools, Families, and Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Studies on Parent and Community Organizing Efforts to Improve Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Recommendations: Putting These Findings into Action . . . . . . . . . . . . . . . . . . . . . . 61 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

The Research Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Appendix: Looking Back--A Brief History and Key Studies, 1974?95 . . . . . . . . . . . . . . 201 About the Authors and Publisher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227

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List of Tables

1. Studies by General Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 2. Studies by Age and Grade Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 3. Studies by Design Type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 4. Six Types of Parent Involvement for Grades 8 and 12 . . . . . . . . . . . . . . . . . . . . . . . 22 5. Combined Effect of Teacher Support and High Parent Involvement

on Grade Point Averages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 6. Combined Effect of Student Sense of Belonging and High

Parent Involvement on Grade Point Averages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 7. Examples of the Reported Impact of Community Organizing, by Indicator. . . . . . . . 55 8. Overview of Effects in HIPPY Cohorts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 9. Activities Related to Six Types of Parent Involvement. . . . . . . . . . . . . . . . . . . . . . . . 91 10. Percentage of Difference between High and Low Achievers

That Can Be Explained by Two Clusters of Variables . . . . . . . . . . . . . . . . . . . . . . . . 97 11. Examples of the Reported Impact of Community Organizing, by Indicator . . . . . . . 114 12. Combined Effect of Teacher Support and High Parent Involvement

on Grade Point Averages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 13. Combined Effect of Student Sense of Belonging and High Parent

Involvement on Grade Point Averages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 14. Effect of Tutorials by Community Volunteers on Reading Skills . . . . . . . . . . . . . . . . 124 15. Measures Used for Early Head Start Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 16. Impact of Three Parental Actions on Early Head Start Children . . . . . . . . . . . . . . . 146 17. Impact of Parent Involvement on Reading and Retention . . . . . . . . . . . . . . . . . . . . 152 18. Effects of Three Supports That Favor High Achievement on

Student Outcomes, by Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 19. Effects of Family Background Risk Factors That Favor High

Achievement on Student Outcomes, by Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 20. Effects of Title I Parent Involvement on Math and Reading Comprehension . . . . . . 172 21. Proportions of Correct Answers in Math and Literacy Tests in Study 1 . . . . . . . . . . 187 22. Proportions of Correct Answers in Math and Literacy Tests in Study 2 . . . . . . . . . . 188 23. Proportion of Fellows Carrying Out Skills Either "Often" or "Very Often" . . . . . . . . . 200

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Acknowledgments

The idea for the Evidence publications first began in 1980 at the National Committee for Citizens in Education. Stan Salett had discovered a study that linked schools with PTAs to higher student achievement and wondered if there might be more relevant research. Bill Rioux thought something should be published about it if there were studies available, and Carl Marburger refused to testify or speak publicly about the research unless he had rocksolid information. Their beliefs led to the publication of The Evidence Grows (1981). Bill Rioux then insisted on two updates--The Evidence Continues to Grow (1987) and A New Generation of Evidence: The Family Is Critical to Student Achievement (1994). Chrissie Bamber guided the development and marketing of all early three editions.

This new Evidence publication is the result of a true collaborative effort. In 2000 the U.S. Department of Education's Office of Educational Research and Improvement charged the Southwest Educational Development Laboratory's new National Center for Family and Community Connections with Schools (the Center) with doing an annual review and synthesis of current research about family and community connections. In early 2001 the Center's staff and steering committee began making plans to document the growing evidence that family and community connections with schools make a difference in student achievement and success. About the same time, Karen L. Mapp, president of the Institute for Responsive Education (IRE), and Anne Henderson, senior consultant for the Institute for Education and Social Policy, who had written the earlier Evidence publications, began conversations about an updated version. As a member of the Center's steering committee, Karen Mapp knew about the Center's plans and suggested that the Center partner with IRE and Anne Henderson to do this. The Center agreed that a partnership made sense. So its staff began searching for, reading, analyzing, and annotating the research studies while Anne Henderson and Karen Mapp conceptualized and wrote this newest Evidence publication.

The Center staff--Amy Averett, Joan Buttram, Deborah Donnelly, Marilyn Fowler, Catherine Jordan, Margaret Myers, Evangelina Orozco, and Lacy Wood--all contributed significantly to the content as well, while Artie Stockton provided support and encouragement. At the Institute for Responsive Education, Carol Strickland helped summarize studies, and the rest of the IRE staff--Linda Peterson, Cathy Meza, Brendan McCaffery, and Rashaud Pettway--kept things running. Design consultants Jane Thurmond and Shaila Abdullah provided the design and layout services, Nancy Richey and Johanna Franke edited the final drafts, and Linda Webster prepared the index.

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A New Wave of Evidence - The Impact of School, Family, and Community Connectionson Student Achievement

Several colleagues steered the project toward important studies, including their own work. We especially thank Janet Chrispeels, Reg Clark, and Joyce Epstein. Our review panel offered excellent advice, critical comment (sometimes very critical), and fine language. Don Davies chaired the panel and served as official reviewer, bringing his long and fruitful experience to bear on this work. Oliver Moles sent innumerable studies and offered careful comments throughout the process. Warlene Gary hosted an initial review panel meeting, gave useful advice about reaching practitioners, and helped arrange for the debut of Evidence at the National Education Association 2002 annual meeting in Dallas, Texas. Sue Ferguson, a steadfast friend to this work, provided eversolid and practical advice. Norm Fruchter gave insight into the history of community organizing and, as always, put his finger on the weak spots.

The Center's steering committee members gave their advice and expertise to the development of this research synthesis: Howard Adelman, Center for Mental Health in Schools, University of California, Los Angeles; Kelly A. Butler, Parents for Public Schools, Inc.; Nancy Chavkin, Center for Children and Families, Southwest Texas State University; Pat Edwards, National Center for Community Education; Joyce Epstein, Center on School, Family, and Community Partnerships, Johns Hopkins University; Arnold Fege, Public Education Network; Ira Harkavy, Center for Community partnerships, University of Pennsylvania; Milbrey McLaughlin, Stanford Center on Adolescence, Stanford University; Maria R. Montecel, Intercultural Development Research Association; Terry Peterson, Network Resource for After-School and Community Education, University of South Carolina; Robert Pianta, University of Virginia; Estus Smith, Kettering Foundation; and Bobby Starnes, The National Center for Collaborative Teaching.

No acknowledgments would be complete without recognizing Paul Weckstein, Kathy Boundy, and Larry Searcy at the Center for Law and Education who continue to promote Evidence and make sure that Congress and federal agencies take this research into account as they develop education policy. They have also worked tirelessly to protect the rights of low-income children to attend public schools that are excellent, equitable, and open to their families' full participation.

Karen Mapp and Anne Henderson, the authors, want to thank their families--Basil Henderson, "who has endured through all four editions of Evidence, served as genial host for meetings, helped keep the stacks of paper from drifting into chaos, and offered judicious advice," and Donal Fox, "who gave his gift of music, his delicious gourmet cooking, and his constant love and support for Karen during the highs and lows of the writing process."

Finally, as all of the collaborators agree, support from families is what this report is all about.

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