children & youth
public policy analysis
Increasing parental participation in education in DC
The research is clear: powerful benefits
accrue to children, families, schools, and
communities when parents are engaged in
their children's education.
Currently, local efforts to improve educational
outcomes of students in DC Public Schools are largely
focused in the classroom. Parent engagement can
help schools realize that goal. That is why the DC
Public Schools (DCPS) Office of Community
Engagement and the Office of the State
Superintendent of Education (OSSE) are addressing
the issue.
For many, however, the situation is not improving
quickly enough.
This analysis is designed to inform the discussion
about improving parent engagement in their
children’s education. We will present information on
the following:
• The current status of parent engagement in DC
Public Schools;
• The barriers to parent engagement in their
children’s education;
• Best practices related to increasing parent en-
gagement in their children’s education and in
schools; and
• Recommendations for the District of Columbia.
The current status of parent
engagement in DC Public Schools
We have been unable to obtain data on parent
engagement in DC Public Schools. By contrast, there
is a tremendous amount of anecdotal evidence
suggesting that parent engagement in their
children’s school is poor. Consider, for example,
comments from community members at the
Chancellor’s Community Forums. These echo
1
comments during the public consideration of
Mayor Fenty's education reform legislation in
2007. Comments include:
• "There is no PTA and a lack of interest in
getting involved. I looked around tonight and
there were very few parents. There were only
six teachers in attendance. We say we want to
engage the community. But, when you look
around you see the community isn’t in the
room. "1
• "There is not a lot of parent involvement and
not that many parents here tonight. What are
we doing to increase parental involvement,
especially with regards to immigrant parents?
Not everyone is going to go on website."2
Q: What is the most accurate
predictor of a student’s
achievement in school?
A) Social status
B) Income
C) Family involvement
A: C) Family involvement
“…the most accurate predictor of a student’s
achievement in school is not income or social
status, but the extent to which that
student’s family
• creates a home environment that encour-
ages learning
• expresses high expectations for their
children’s achievement and future careers
• becomes involved in their children’s educa-
tion at school and in the community.”3
children & youth public policy analysis:
Increasing parental participation in education in DC
These comments demonstrate a frustration with
the seeming lack of commitment of parents to
the education of their children. Absent an
assessment of actual engagement and
engagement opportunities, however, it is
irresponsible to extrapolate fact from anecdotes
such as these. It is particularly irresponsible to
make public policy decisions on anecdotes
when we can collect and use data and when
we consider comments like this one:
"A lot of parents now are working parents.
Parents do not have time to do that or have
time to meet just to meet. Woodson has
College Access Expo program, which has good
resources and is useful for parents. It is a
mistake to assume parents are not involved
just because they don’t come to meetings."4
Barriers to parent engagement in
their children’s education
Research is rife with reasons for parental disen-
gagement from their children’s education:
• Poor parental literacy.
Summary of the research:
Parental engagement benefits
for parents and schools
Benefits for parents:
• More confidence in the school
• Higher teacher expectations of their
children
• Higher teacher opinions of them as par-
ents
• More self-confidence
• More likely to continue their own educa-
tion
Benefits for schools:
• Improves teacher morale
• Higher ratings of teachers by parents
• More support from families
• Higher student achievement
• Better reputations in the community5
• Bad personal educational experiences may lead
parents to avoid their children's educational and
school needs.
• Work constraints.
• Lack of child care.
• Transportation.
• Disabilities.
• Personal or familial health issues.
• Uncertainty how to engage and be engaged.
• Language.
Details about parental barriers to
engagement
Poor parental literacy:
Approximately 37 percent of the 170,000 District
residents age 16 and older operate at the lowest
defined level of literacy, or “below basic.”
Functioning at the “below basic” level equates to
having difficulty finding an intersection on a
street map, filling out a Social Security card
application, or adding up the total costs of
6
purchases on a retail store receipt.
Work constraints:
Perhaps the most obvious constraint is working
for an hourly wage. These employees are
signficantly less able to take the time they need
to attend to their children's educational needs. A
similar constraint is shift work. There are
thousands of shift workers in the District and
many of them are District government
employees (think police, firefighters and EMTs/
paramedics). Their work schedule limits, if not
prohibits, their participation in school activities.
These constraints, then, effect more than low-
wage workers.
Disabilities:
In the District, just under 10 percent of
residents report having a disability in 2007.
This means, of the 404,199 residents, 45,837
have a disability.7 Certainly, no one is suggesting
that anyone who has a disability is disengaged;
rather, having a disability presents a barrier to
engagement.
2
children & youth public policy analysis:
Increasing parental participation in education in DC
s tudies
conducted
over the past few decades
have confirmed what is
implicitly known: parental
involvement in a child’s
development and
education accelerates his
or her progress and
increases the child’s
chances for success later
in life. A report sponsored
by the U.S. Department of
Education found that, “the
research overwhelmingly
demonstrates that parent
involvement in children’s
learning is positively
related to achievement.
Further, the research
shows that the more
intensively parents are
involved in their
children’s learning, the
more beneficial are the
achievement effects.”
Furthermore, children
“have more positive
school attitudes, higher
aspirations, and other
positive behaviors if they
have parents who are
aware, knowledgeable,
encouraging, and
involved.”8
The research on parent engagement – its value and
demonstrated ways to increase engagement
It bears repeating that the benefits of parent engagement in their
children’s education accrue to children, families, schools, and
communities. Of import to this analysis are the benefits accruing to
students. The research has shown that with parental support, students:
• earn higher grades and test scores and enroll in higher level classes.
• have better social skills including improved behavior.
• attend school regularly.
• graduate and go on to higher learning opportunities.9
Experts on this issue tell us that children from all races and socio-economic
levels benefit from their parent's engagement. This is important since
what we have learned over the years is that engagement in the District is
lacking across race, socio-economic status, language, and education level.
Researchers have developed categories of parent involvement for Grades 8
to 12, though similar types exist for the earlier grades. The types are:
Parenting, communicating, supporting school, learning at home, decision
making, and collaborating with community.10
Particularly interesting is the work that differentiated between the
benefits of active and passive parent participation. A 1999 study by
Rebecca Marcon, Ph.D. found Head Start children with more active and
engaged parents had better outcomes on a rating scale of social and other
skills.12 The District would be wise to use the Marcon research to craft the
most beneficial models for parent participation.
The National Center for School Engagement (NCSE) is a widely recognized
leader on the issues of school attendance, attachment, and achievement.
It has generated a wealth of research-based resources for school districts
as well as law enforcement agencies and others. Their synthesis of the
CASASTART,
an example of the Family Service Model
• Collaboration of CBO-School-Law Enforcement
• Ongoing parent engagement and monthly family dinners
• Case management and home visits
• Services in schools with community-based organizaion staff
• Mental health services as needed
• After school and summer programming
• Evidence based outcomes: reduced drug/tobacco use, reduced
violence, improved attendance, improved achievement and en-
gagement of students and parents, reduction in gang involvement
and juvenile delinquency11
3
children & youth public policy analysis:
Increasing parental participation in education in DC

research finds that successful parent engagement programs:

• incorporate a range of services and supports, meet a range of needs
and appeal to an array of interests. Examples include family literacy

a
programs, health services and second language learner programs for
parents and students.
• consider engagement in the broadest sense. In addition to encouraging
parents to become involved in their children’s education at home and
school, effective programs encourage involvement in decision making. practical
• engage parents as volunteers. way to think
• build on family and cultural strengths. about the Marcon
• create an environment that facilitates respect among and between perspective is
students, families, and school staff. distinguishing between
• clarify everything -- including the roles of all parties and the goals of the engagement and
partnership/project involvement. Of the two,
• use practices which have been shown to be effective elsewhere. The involvement is about
"best practices" may have to be modified to meet the needs of a par- parents being led by
ticular community.13 teachers and school
adminsitrators. Engaged
As the research shows, there are myriad ways to successfully engage
parents. One of the most popular models involves schools, families and parents, then, are
nonprofits are popular across the country. These models blend the best of integrated into decision-
each partner in support of parents, students, families, and schools. Model making and fully embrace
types include: the cause. Involvement
• Parent and family education – In this model, nonprofit organizations and engagement, along
provide trainings, classes and learning opportunities to parents and their with leadership, are on a
children. continuum; parents may
• School as community hub – In this model, resources such as health care move from one point to
and family support services are brought into school buildings and are another on the continuum
provided to parents and other community members as they would be in depending on their
freestanding buildings.
availability, commitment,
• Leadership development/civic engagement – This model involves provid-
ing trainings, coaching and skill development for parents, students, and the like.

Project Respect/Risley Middle School

(Pueblo, CO), an example of the
Full Service Schools Model

• GED and adult education for parents

• School-based health
• Public library branch
• Job training for parents
• Family advocates for youth and families
• After school/summer programs for youth
• Improved outcomes in attendance, youth achievement, grade
completion, parent engagement, better continuation in high school14

4
children & youth public policy analysis:
Increasing parental participation in education in DC

community members, and partners. The skills are used for system
reform and individual advocacy.15

Recommendations for the District

The good news is that parents can be engaged in their children's education.
This analysis is designed to suggest strategies for the District to use toward
the goal of improving parent engagement. Based on the review of the
literature, the recommendations are to:
• Determine the current status of parent engagement in DC Public Schools.
• Identify the barriers to parent engagement.

b
• Develop programs/interventions/strategies grounded in the research:
1) Take into consideration the cultural, social, socioeconomic
interests and backgrounds of families.
2) Use voluntarism as a way to involve and engage parents and
asic help parents build skills.
data 3) Create a welcoming environment in schools in which parents
are a central player and not viewed as a nuisance.
4) Be inclusive of friends and the extended family.
• DCPS school enrollment 5) Be supportive rather than punitive regarding participation.
for SY 2007-2008: The vast majority of examples of effective engagement
49,001 strategies use carrots and not sticks.
• Charters school enroll- 6) Match strategies to barriers and other challenges to parental
ment for SY 2007-2008: participation.
21,86616 • Engage all parents in schools.
• Number of family house- • Evaluate strategies and make changes if strategies are not successful.
holds with own children
under age 18: 45,08917
Conclusion
There is little debate about the value of parent engagement: It is good for
kids, families and communities. Where there is disagreement is in the
solution. A vocal segment of the community insists that punitive measures
be instituted because limited parental participation is equated with not
caring. Research shows, however, that parents at all socio-economic levels
are not engaged, punitive is neither better nor more effective, and diverse
programs that meet the needs of parents and families can increase
parental engagement. In fact, implementing programs or efforts which
take barriers into consideration and which are encouraging and supportive
of parents and other family members have been shown to be hugely
successful.

The issue is not whether leaders in the District are capable of solving this
problem. The issues are whether the city's leaders will make this a priority
and the extent to which leaders rely on research and experience to
implement real, meaningful and useful changes that will result in greater
parent engagement. Given the interest in improving the education system
and outcomes for children and youth, investment in parent engagement is
a natural next step. Time will tell if our leaders do, in fact, take this next
step.

5
 children & youth public policy analysis:
Increasing parental participation in education in DC

Endnotes
1
http://www.k12.dc.us/chancellor/notefromcommunityforum-november-19-2008.htm , Table 4.

2
Ibid, Tables 1, 2 and 3.

3
Henderson and Berla (1997) cited in National Center for School Engagement, 2006, “Parent Engagement in Jacksonville: Partnering to Help
At-risk Students Achieve,” on-line at http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/
ParentEngagementandTruancyReduction-JacksonvilleFLA.pdf, downloaded 12/2/08.

4
http://www.k12.dc.us/chancellor/notefromcommunityforum-november-19-2008.htm, Tables 1, 2 and 3.

5
Anne T. Henderson and Nancy Berla, editors,1996, A New Generation of Evidence: The Family is Critical to Student Achievement, Center for
Law and Education, from http://www.k12.hi.us/~konawahs/summary_of_research_on_parent_engagement.htm.

6
Adult Literacy Council, No Date, Report to Mayor Adrian M. Fenty on Developing and Sustaining a System of Adult Literacy for the District
of Columbia, p. 5, on-line at http://www.osse.dc.gov/seo/frames.asp?doc=/seo/lib/seo/information/malc_report__final.pdf, downloaded
10/30/08.

7
U.S. Census Bureau, Selected Social Characteristics in the United States: 2007, Data Set: 2007 American Community Survey 1-Year
Estimates, Survey: American Community Survey, on-line at http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=04000US11&-
context=adp&-ds_name=ACS_2007_1YR_G00_&-tree_id=307&-_lang=en&-_caller=geoselect&-format=, downloaded on 12/5/08.

8
“Family Engagement” in The California Preschool Planning Toolkit: Nov 2006, p. 1, on-line at www.karenhillscott.com/downloads/
publications/6-4_family_engagement.pdf downloaded on 12/2/08.

9
National Center for Family & Community Connections with Schools, Southwest Educational Development Laboratory, 2002, A New Wave of
Evidence The Impact of School, Family, and Community Connections on Student Achievement, p. 7.

10
Ibid., pp. 22-23.

11
National Center for School Engagement, 2006, “Parent Engagement in Jacksonville: Partnering to Help At-risk Students Achieve,” p. 47 on-
line at http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/
ParentEngagementandTruancyReduction-JacksonvilleFLA.pdf, downloaded 12/2/08.

12
Abstract of Rebecca Marcon 1999 study, “Positive relationships between parent school involvement and public school inner-city
preschoolers’ development and academic performance” in School Psychology Review. Special Issue: Beginning school ready to learn: Parental
involvement and effective educational programs, 28, 395-412. Abstract on-line at http://www.unf.edu/~rmarcon/mar_abstracts.htm
downloaded 12/2/08.

13
National Center for School Engagement, 2006, “Parent Engagement in Jacksonville: Partnering to Help At-risk Students Achieve,” pp. 25-
32 on-line at http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/
ParentEngagementandTruancyReduction-JacksonvilleFLA.pdf, downloaded 12/2/08.

14
Ibid., p. 48.

15
Ibid., p. 45.

16
Thompson, Cobb, Bazilio & Associates, P.C., No Date, DCPS Enrollment Census SY 2007 - 2008: District of Columbia Public Schools and Public
Charter Schools Enrollment Census October 5, 2007, p. 1, on-line at www.osse.dc.gov/seo/frames.asp?doc=/seo/lib/seo/information/
school_enrollment/2007-2008_Final_Audit_Report.pdf, downloaded 12/3/08

17
U.S. Census Bureau, Selected Social Characteristics in the United States: 2007, Data Set: 2007 American Community Survey 1-Year
Estimates, Survey: American Community Survey, on-line at http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=04000US11&-
context=adp&-ds_name=ACS_2007_1YR_G00_&-tree_id=307&-_lang=en&-_caller=geoselect&-format=, downloaded on 12/5/08.

Prepared by Susie Cambria, MSW, Public Policy Consultant

Contact information: (301) 832-2339 cell, secambria@gmail.com
Publication Date: December 16, 2008