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Key trends from the analysis include: Parents, teachers, and school leaders perceive communication to be actionable and reported that parent engagement is strong.
SDP describes the need to “provide multiple entry points” to ensure that more families can participate in their children’s learning. In addition to the district’s use of technology, it also hires family and community engagement coordinators to help work with parents and build trusting relationships. Every Student Succeeds Act, S. 1177, 114th Cong., 1st sess. (December 10, 2015), available at https://www.congress.gov/bill/114th-congress/senate-bill/1177.
Across all parents, teachers, and school leaders, participants in the final sample included 932 parents, 419 teachers, and 408 leaders from all 50 states and the District of Columbia, who were predominantly white (61.5 percent) and female (58.0 percent). The schools where participants worked or sent their children were somewhat evenly split across grade levels, with 39.4 percent from elementary school, 23.4 percent from middle school, and 28.8 percent from high school. The schools were also mostly traditional neighborhood schools (88.9 percent) in suburban (46.1 percent) or urban (34.5 percent) areas. Overall, however, the survey results do not suggest that systems relying on newer technology are used more or less than other systems, or that they are considered more or less valuable. The systems found most valuable were those involving individualization—whether they use technology, such as a web portal with individual student information, or do not use technology, such as parent-teacher conferences. Mesa County Valley School District 51, “KBA: District Title I Parent Involvement,” available at http://www.mesa.k12.co.us/board/policies/documents/kba.pdf (last accessed December 2019). Across parents, teachers, and school leaders, individual student achievement was most commonly rated as the most important type of information to communicate to parents, but no one type of information received a majority of votes from any of the stakeholder groups.
Offner S, Hofmeister R, Romaniuk A, Kufer P, Baeuerle PA. Induction of regular cytolytic T cell synapses by bispecific single-chain antibody constructs on MHC class I-negative tumor cells. Mol Immunol. 2006;43(6):763–71. doi:10.1016/j.molimm.2005.03.007. Hiestand, K. R., & Levitt, H. M. (2005). Butch identity development: The formation of an authentic gender. Feminism & Psychology, 15(1), 61–85. https://doi.org/10.1177/0959353505049709. While the levers of a personalized influence model remain the same, the tactics within each become contextualized to suit individual needs (see Exhibit).Bell, A. P., Weinberg, M. S., & Hammersmith, S. K. (1981). Sexual preference: Its development in men and women. Bloomington: Indiana University Press. Notably, elementary, middle, and high school teachers in CAP’s survey did not differ in their perceptions of how much information their school shared with parents; teachers reported that it was consistently “just the right amount” across all three grade levels. On the other hand, while school leaders thought the overall amount of information shared was increasingly too much as they moved from younger to older grades, parents reported the amount as increasingly too little. (see Figure 3) This suggests a disconnect between leadership practices and parent interests, which may influence the amount of time or resources teachers feel they have available for parent communication.
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