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PewTrustskN Family Engagement 2010

PewTrustskN Family Engagement 2010

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Published by vmeeder
Author: Deborah Roderick Stark published Engaged Families, Effective Pre-K.
Author: Deborah Roderick Stark published Engaged Families, Effective Pre-K.

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Published by: vmeeder on Nov 01, 2010
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Engaged Families, Effective Pre-K:State Policies thatBolster Student Success
Deborah Roderick StarkEducation Reform SeriesJune 2010
1Introduction2What is FamilyEngagement?4Family Engagement inFederal Education Policy5Policy Recommendations& State Examples15Conclusion16Appendix18Endnotes
Table of ContentsEducation Reform Series
High-quality pre-kindergarten is the first step in education reform. A vast body of researchdemonstrates that early learning programs develop children’s cognitive, social-emotionaland physical readiness for success in school. This solid foundation is proven to contributeto higher literacy and math attainment, lower grade retention, reduced remedial and specialeducation needs and increased high school graduation rates.When students have a high-quality pre-k experience, they are better prepared and motivatedto achieve at higher levels, multiplying the impact of other reforms. The alternative – helpingchildren catch up in later grades – is both more costly and less effective. The evidence isclear and compelling: Successful school improvement plans, like a child’s development,benefit most from investments made in the critical early years.
eaningful family engagement is a vitalcomponent of pre-kindergarten quality.When pre-k programs involve familymembers and other caregivers in theirchildren’s education, they help build alifelong partnership that fosters children’sschool and life success, leads to more effectiveparenting and supports higher performance inour nation’s schools.
Susan K. UrahnManaging DirectorThe Pew Center on the States
Engaged Families, Effective Pre-K
Family members are a child’s first and most importantteachers. A growing body of research demonstratesthat when families are actively engaged in their child’slearning, children are better prepared for school andachieve at higher levels.
Increased participation by families in pre-kindergarten programs has also beenlinked to greater academic motivation and strongersocial and emotional skills among all young children,regardless of ethnic and socioeconomic background. Through engagement with pre-k, parents and otherfamily members develop a sense of collaboration in theeducational process that can endure throughout achild’s life, increasing the chances that their children will succeed and providing crucial support for schoolreform.
Engaging families in their children’s learning is not anew concept. For over 100 years, the Parent Teacher Association has brought families and schools togetherto address education issues at the national, state andlocal levels.
Further, since its inception in 1965, thefederal Head Start program has had family involvementat its core,
and when Early Head Start was establishedin 1994, it maintained that commitment. Severaldecades of research show that parent involvement inHead Start is associated with children’s increasedcognitive and social-emotional school readiness and with positive parenting.
Family engagement is also a central feature of theChicago Child-Parent Centers, a well-researchedpre-k program with proven benefits that opened in 1967 andcontinues to operate today. “Parent resource teachers” work with families to improve parenting skills, devisedevelopmentally appropriate at-home activities andidentify opportunities for classroom involvement.
Studies have found that high rates of family engage-ment in the program were linked to increases inchildren’s reading achievement, decreased rates of grade retention, fewer years in special education andimproved high school completion rates.
 As policy makers across the nation work to raise thequality of publicly funded, voluntary pre-k programs tomaximize the benefits to young children and taxpayers,strong evidence indicates that strategies to increasefamily engagement should be central to those efforts.Family engagement is a unique ingredient of pre-k quality. Most other indicators – child-teacher ratio,class size, teacher effectiveness – reflect the classroomenvironment, but parent involvement speaks to thelink between the home environment and a child’slearning. When families are involved both at homeand in the pre-k setting, children do better in school.
Supporting families to play an active role in their chil-dren’s learning leads to improved outcomes throughhigh school.
Parents and other family membersbenefit, too, as they develop a sense of collaboration inthe educational process that can last a lifetime.Embedding family engagement practices in pre-k standards requires strong policy, dedicated resourcesand effective governance. States should also leverageexisting investments by aligning involvement activitiesacross early learning and the elementary grades,collaborating with Head Start and partnering withpublic schools and nonprofit organizations. This report explores the ways family involvementenhances high-quality pre-k. It also recommendsactions policy makers can take to ensure that stateprograms help families establish a firm foundation of engagement in their children’s learning when it mattersmost – in the early years of life.

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