Happy Friday Murch families,
In case you missed the data talk last night and wanted to view the presentation, you can find it HERE.
One of the questions asked at the end of the presentation was how can parents be supportive? It’s a great question and as I shared last night, in my professional opinion and experience, the most valuable form of parental support is sending your child to school every day ready to participate, engage, be present and fully immerse themselves in the educational program – in other words go to school to get everything from the day that you can. Having students ready to learn, excited about school, and participating to their fullest extent will have an impact on their learning.
Many research studies support what teachers instinctively know: Students do better academically and socially when schools build positive relationships with their families.
Here are several studies that explore the critical school-home connection:
- Parent involvement in education is crucial. No matter their income or background, students with involved parents are more likely to have higher grades and test scores, attend school regularly, have better social skills, show improved behavior, and adapt well to school.
National Coalition for Parent Involvement in education. 2006. Research Review and Resources. Retrieved September 16, 2011
- Regardless of family income or background, students whose parents are involved in their schooling are more likely to have higher grades and test scores, attend school regularly, have better social skills, show improved behavior, and adapt well to school.
Henderson, A.T., and K.L. Mapp. 2002. A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. National Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory.
- The most accurate predictors of student achievement in school are not family income or social status, but the extent to which the family creates a home environment that encourages learning, communicates high yet reasonable expectations for the child’s achievement, and becomes involved in the child’s education at school.
National PTA. 2000. Building Successful Partnerships: A Guide for Developing Parent and Family Involvement Programs. Bloomington, Indiana: National Education Service, 11–12.
- When parents are involved at school, the performance of all the children at school, not just their own, tends to improve. The more comprehensive and well planned the partnership between school and home, the higher the student achievement.
Henderson, A.T., and Nancy Berla. 1995. A New Generation of Evidence: The Family Is Critical to Student Achievement. Washington, DC: Center for Law and Education, 14–16.
On a separate note, assessment data from beginning of the year assessments (I-ready, TRC, DIBELS, and RI) will be sent home by teachers. Check your Friday folders and reach out to teachers if you have not received your data (grades 3-5) by next Friday. Grades K-1 will share their data with you prior to parent teacher conferences .