Matt Robinson is the Policy Director for Digital Access and Equity at ExcelinEd.
In the wake of the COVID-19 pandemic and its impact on the education system, it is time that parents have a seat at the decision-making table. Schools around the country have engaged families in their own ways, and now policymakers must follow suit by codifying opportunities for families to be even more engaged in their students’ education. Research shows that effective family engagement contributes to positive student outcomes such as increased academic achievement, reduced absenteeism, stronger trust in schools, and more positive attitudes towards learning. Parents, families and caregivers rightfully want excellence for their students’ education and schools and state policymakers should treat them as valuable partners.
Unfortunately, decision makers don’t always see parents as partners, leaving parents in the dark about how they can impact their children’s educational experiences and outcomes. Although educators recognize that family engagement is crucial to a child’s positive experience within their school, they also acknowledge that it is one of the most challenging aspects of their work. Similarly, families identify that they wish to be more involved within their schools but do not always feel welcomed or trusted.
The Aspen Institute’s Education & Society Program and ExcelinEd partnered with policymakers, educators, students and families to release Creating Conditions for Student Success: A Policymakers’ School Climate Playbook. The report features proven school climate strategies for state agencies to imitate and build upon and actionable recommendations to guide policymakers as they build a state-wide approach to improve school climate. One specific policy recommendation is for states to engage stakeholders, including students and families, as valued partners.
“Engaging diverse stakeholders reflective of the local population gives policymakers and education leaders unique insights into the ways in which policies affect groups differently, the unique needs of the community, guidance on effective communication engagement strategies and a better understanding of the ways help will be accepted and received.”
Some states are leading the way towards a more inclusive, relationship-based partnership with valued stakeholders. Ohio created school climate guidelines that encourage districts and schools to “work together with parents, caregivers and community partners to help schools meet the needs of the whole child.” Stakeholders will meet with districts at a minimum of four times a year to ensure that schools create environments where every student feels welcomed, respected and motivated to learn. Utah developed a framework for family engagement that is “relational, builds capacity of families, and staff, and is linked to learning.” The Utah State Board of Education provided schools with policy checklists, frameworks and family compacts that outline the expected roles of both educators and parents in trusting relationships. In Illinois, legislation mandates that the State Board of Education conducts an annual survey – The 5Essentials Survey – to evaluate learning conditions across the state and to publicly report results. 5Essentials is an evidence-based system that contains five pillars, one of which is involved parents. In addition to asking students and teachers questions about their experiences, 5Essentials contains a parent survey supplement that measures the overall relationship with the school. Survey results are used by to inform policy and program initiatives at both the local and state level.
There are other resources that state policymakers can use to implement the recommendations outlined in the School Climate Playbook. Dr. Karen Mapp’s Dual Capacity-Building Framework outlines “4 Cs” as policy goals that can lead to stronger family engagement and school climate: Capabilities, Connections, Cognition and Confidence. By building the capacity of educators and families, states can empower both groups to create a welcoming school climate that supports student achievement. Flamboyan Foundation has identified 5 essential roles for families but they must be informed and empowered by schools and policy to play these roles: Communicate, Monitor, Support, Guide, Advocate. Their work in Washington, DC schools and innovative national fellowships has led to proven academic gains and stronger school climate in schools that participate in their programs.
Parents and teachers both want the absolute best for their children. Working together, they can create the environment necessary that allows for all students to reach their highest potential. When parents and educators have a seat at the table, the solutions they co-create are more likely to be implemented in impactful and sustainable ways. But it is up to policymakers the ensure that these valued stakeholders are part of the discussion and decision-making process. COVID-19 forever changed education, and as school climate policies adapt to fit the new normal, families must feel welcomed and trusted to be advocates and valued partners for their children and school communities.
