Methods
Participants
Interview Procedures
Analytic Procedure
Results
Definitions of Parent Engagement in Early Learning
Overall just being there and supporting. Um, I mean it doesn’t have to be just, a lot of people think that supporting is financial, but um, the time that you spend and just the investment that you put in in general is the engagement. Um, whether it be helping with homework, helping with projects, um, making sure you’re getting you know, the child up on time. Not only for school but just for any events that they may be into. [Father of pre-k student]
Parents knowing what the child is learning, what the expectations are, um, coming to school, being supportive of the child, reading with the child at night, at home, um, helping with homework, so just being involved in the education process. They don’t necessarily have to be at the school all the time, but just showing that they know what their child is learning and being involved in the process of learning. [Pre-k teacher]
Principal | Teacher | Other staff | District leader | Community member | Parent | |
---|---|---|---|---|---|---|
n = 8 | n = 8 | n = 8 | n = 7 | n = 8 | n = 23 | |
Definitions of parent engagement | 8 | 8 | 8 | 7 | 8 | 21 |
Parents making sure the child goes to school and gets along with others | 0 | 0 | 0 | 0 | 0 | 1 |
Parents being involved and helping in child’s school | 3 | 1 | 1 | 0 | 0 | 4 |
Parent as decision maker and force within the school | 1 | 0 | 0 | 2 | 0 | 0 |
What the school does to make parents feel welcomed | 0 | 0 | 1 | 1 | 2 | 0 |
Parents being actively involved in their child’s life and education | 3 | 4 | 4 | 2 | 2 | 13 |
Parents knowing how their child is progressing at school | 0 | 0 | 0 | 0 | 0 | 1 |
A partnership | 1 | 0 | 0 | 1 | 3 | 0 |
Two-way communication | 0 | 0 | 0 | 1 | 0 | 0 |
Diverse set of behaviors | 0 | 3 | 2 | 0 | 1 | 2 |
No definition provided | 0 | 0 | 0 | 0 | 0 | 2 |
Well, I think that parent engagement is basically having parents as an active participant in their child’s education. And by active I mean um, coming to the school, volunteering. Um, participating in parent and community meetings. Um, going on trips, having a voice about the procedures and operations of the school. And even having some in, input into the budget and, and how moneys are spent and resources are used um, for their children. [Principal]
Parent engagement I just define as uh, parents that go to, go to PTA meetings. Um, parents that, that check your homework. Or see that you’ve even done. Parents that read flyers and, and notes and things that are sent home. It’s just not sitting there in your book bag. Um, parents that read to you, talk to you, answer questions if they can. Um, spend, you know, some individual time with the child. [Great grandmother of a kindergartener]
… everything from conversing with them, taking them out, whether it’s to the grocery store or to the playground. Checking up and see if there are any notices coming from the school. Uh, checking up on homework. You know, participating in field trips. Everything that um, and also looking at all aspects of a child development, like social, emotional…, but also play, you know, do some arts, do some science, whatever. You know, just a more balanced approach to parenting, and you know, just child development. [Pre-k teacher]
Well, uh, personally, um, to me, for me it’s very important, parent engagement in school, because, uh, the children feel it when you’re there. And that helps them a lot there. Like my son, whenever I come, he gets very happy. [Mother of pre-k student]
Behaviors Indicative of Parent Engagement
Principal | Teacher | Other staff | District leader | Community leader | Parent | |
---|---|---|---|---|---|---|
n = 8 | n = 8 | n = 8 | n = 7 | n = 8 | n = 23 | |
Home-based parent engagement activities | 8 | 8 | 8 | 7 | 8 | 23 |
Does things to make learning fun | 0 | 0 | 0 | 0 | 1 | 3 |
Provides educational games, computer programs/apps, TV shows | 1 | 1 | 1 | 2 | 1 | 9 |
Makes clear expectations for good behavior at school | 1 | 1 | 0 | 2 | 0 | 7 |
Helps with homework | 5 | 7 | 6 | 3 | 5 | 18 |
Reads with their child | 7 | 4 | 5 | 4 | 7 | 10 |
Talks with their child | 5 | 6 | 4 | 3 | 5 | 9 |
Talks about their culture | 0 | 0 | 0 | 1 | 0 | 1 |
Talks about school | 0 | 1 | 1 | 1 | 1 | 6 |
Communicates to child that education is important | 1 | 1 | 2 | 1 | 4 | 12 |
Takes child to educational places | 2 | 1 | 1 | 2 | 3 | 8 |
Takes child to afterschool programs | 0 | 0 | 0 | 0 | 0 | 1 |
Encourages child to persevere and do their best | 1 | 1 | 1 | 0 | 1 | 12 |
Finds teachable moments | 1 | 6 | 2 | 1 | 2 | 5 |
Reinforces teaching at home | 0 | 0 | 1 | 1 | 0 | 1 |
Gets child ready for school | 4 | 3 | 0 | 1 | 2 | 4 |
Checks school materials | 5 | 3 | 1 | 2 | 0 | 3 |
Supports child's physical and emotional health | 1 | 2 | 3 | 4 | 3 | 4 |
Displays educational materials at home | 1 | 1 | 0 | 0 | 0 | 2 |
Creates a safe space for learning | 0 | 0 | 0 | 0 | 1 | 0 |
School-based parent engagement activities | 8 | 7 | 8 | 7 | 7 | 19 |
Volunteers in classroom or on field trips | 8 | 6 | 8 | 3 | 5 | 15 |
Attends school events | 7 | 4 | 7 | 4 | 5 | 8 |
Attends conferences to discuss child's learning or behavior | 5 | 2 | 4 | 1 | 2 | 7 |
Involved in decision-making at the school | 7 | 0 | 1 | 2 | 2 | 1 |
Transports child to/from school | 0 | 4 | 2 | 0 | 1 | 5 |
Ensures child’s attendance at school | 4 | 1 | 2 | 2 | 3 | 2 |
Is present at the school | 3 | 0 | 2 | 5 | 2 | 6 |
Parent knowledge about what is happening in their child’s school | 7 | 6 | 4 | 7 | 6 | 20 |
Parent–School–Teacher Communication | 8 | 8 | 8 | 7 | 8 | 22 |
Methods for communication | 7 | 6 | 6 | 6 | 4 | 22 |
Direction of communication | 8 | 8 | 8 | 7 | 8 | 19 |
Triggers for/content of communication | 8 | 7 | 8 | 6 | 6 | 18 |
Types of communication among parents, schools, and teachers | 1 | 2 | 0 | 1 | 2 | 1 |
Responsiveness of parent or teacher to communication | 4 | 4 | 3 | 2 | 1 | 4 |
Parent trust of the school; feeling positive relationship with schools/teachers | 7 | 6 | 8 | 6 | 8 | 20 |
Parent knowing/understanding the impact they have on their children’s learning | 4 | 4 | 3 | 1 | 1 | 1 |
When you’re at home, homework takes 10 min. Talk to them during that time. Ask them how the school day went. A ten minute homework could turn into a twenty minute conversation without you even realizing it, because you’re just engaged in conversation with your child. [Pre-k teacher]
Read to them. Um, read books to them and let them read books to the parent. Um, talk to them. I should put talk to them first… So talk to them is first, the more verbal communication uh, the better really. And talk to them about all manner of day-to-day interactions and really the best thing would be to um, push beyond to try to talk to them about things that they don’t see every day. Talk to them, read to them, um, you know, as far as supporting early math skills go, uh, hands on and play with them. [District leader]
I actually told her that you don’t wanna be, grow up and be no dummy. Always go to school and try your best. Um, I’ve actually shown her some like, people that’s locked up, that has a second grade education. I said if you wanna be like them, fine. But if you wanna go to school and do better, that’s what I need you to do… your school work is more important than anything else. I said the mind is a terrible thing to waste. She’s like, it is? I said yeah, you’ll understand when you get older.” [Mother of kindergarten student]
Yeah, I, yeah I always tell her like [child’s name], you gotta get a high school diploma cause you can’t get a job. See, Mommy got a good job, right? Mommy works. So, you don’t finish school, you won’t be able to, you wanna be like Mommy right? So to be like Mommy, you gotta go to school. [Mother of pre-k student]
Uh, I think first just getting them to school, and valuing school. Um, talking to their kids about the importance of school and how important it is to be there every day and why it’s important for them. [Community leader]
Mmm. Like her report card. She’ll show me it. Like, I know you can do it. You told me you could do it. You’re very smart. I am smart. Yeah. Or she’ll be um, she’ll probably get frustrated with her work. So I’m like well, if you just take your time, I’ll go over it with you, and maybe you’ll understand it. Cause I don’t want you to rush through it when you not gunna get it. You don’t have to always be the first one done. So, she did it, she took her time. I said, see? See what happens when you take your time? …. Don’t ever say you can’t do something. Always try first. So she’ll try, and then when she can’t do it, then I’ll help. But I, I don’t give her the answer. [mother of kindergarten student]
I can only assume. From what I’ve observed. Like, you know, I have children here who, no homework, never received the homework, and I do ask the parent about it, and there’s always excuses, oh they didn’t take the homework, they didn’t bring the homework home, or she must have misplaced it, or he or she lost their, their book bag, or it was left in, all excuses, it was left in afterschool, and I’ll even issue another one. And still I have, you know, it does not return, so.”
Having parent leaders in the building and being able to give them activities to do with the children, or giving them a task to do like “hey we need to have um a book fair, here’s the information, like you go and organize it. Or, um, we’re gonna have a literacy night, like the teachers are gonna plan the, the educational activities, maybe you can come up with a couple of fun activities for the children…. Like really having that partnership where it takes some of that pressure off of the classroom teachers and like, we’re working as a community.”
“It would just look like, honestly, it would like parents volunteering in classrooms and things like centers, and reading groups and reading just to children, and working with children on their mathematics. It would like like um, parents here and teachers are planning together. Um collaborating on individual learning plans for each child. Which is something that we’re getting to. Um, it would like parents being able to come in and working with each other, parents on ‘there’s some great strategies that I use at home in this grade level’. Or ‘here are some, you know, really great books that we use at home’… You know, it would just like look parents are here and you can’t tell the parent from the teacher.
…we’ll have dates for conferences with parents. We’ll send notices out. We’ll send report cards out. We’ll have them scheduled at a time that’s convenient for them. Sometimes they won’t even send back the, they won’t even fill in the time slot. Sometimes when they do, they never show up. And that’s a big problem for me because… we’ll, you know, take a half day just to have [the conferences]. And parents, I’ll have two or one parent of a 25, um a class of 25. So that’s depressing. That just speaks volumes like, okay, are these parents uninterested in their children’s academics?
And by active I mean um, coming to the school, volunteering. Um, participating in parent and community meetings. Um, going on trips, having a voice about the procedures and operations of the school. And even having some in, input into the budget and, and how moneys are spent and resources are used um, for their children.
Um, I think being, just being involved with your child. You should know what your child is doing throughout their day in school. And you should always ask your child when they come home, like how was your day? What’d you learn in school and stuff like that. [Mother of a kindergarten student]
You know, um, parental engagement in a school means that parents are involved in, are aware of and involved in, multiple facets of what happens throughout the school. And not simply um, their own child, but the larger operations of the school. [Community leader]
…there’s different communication devices… the teachers of the younger grades use class Dojo and that’s an app for not only to support and recognize the positive behavior but it’s also an app to actually communicate with parents. So if, you know, someone’s having a good day, or not so good of a day, or something’s coming up, that’s a way of communication um, that parents are able to, you know, reach out. Two-way communication with the teacher. [Principal]
We, we do a lot of text messages and phone calls. Um, but I don’t think that any of that works if you don’t have a relationship with your parents. [Paraeducator]
I text my parents at least once a week, so that they can get an update and just give them like reminders or send like a picture like, oh that’s Wednesday, you might need to get over the hump, here’s a picture of what so and so is doing in class. And so I personally keep in contact with every single one of my parents. [Pre-k teacher]
Um, I would prefer the [Class] Dojo. And, I mean she, if there’s something that’s, that’s bad then she will call and contact you on the phone. But I prefer just the, the class Dojo and stuff.
No, what I think is, because the children are in school, right? And I think that the teacher has to communicate with me…because I don’t know how it’s going for them in school. I don’t do anything besides take them to school and then go pick them up. So the teacher has to communicate with me if he’s good or if he’s not good. [Mother of a pre-k student]
Uh, you send home notices, cause I have an agenda that I inform the parents daily about their child’s progress, behavior, and there are times when I like write a note, ‘please can you call me, please reach me whenever you can,’ you know, and no response, reply even with absences or tardiness. I reach out to the parents or even sometimes a sibling, you know, just, whatever route I can take to reach the parent and no response. Nothing. [Kindergarten teacher]
Like, I know that she be busy because it’s a whole 20 kids or whatever kids you got, it’s just at least when you see the parent and like, if you feel like okay maybe you might have forgot something, so maybe you might need to just write down a note of, for each kid, like okay, [child name] might need help with this, he really need help in that, can you help him study in these certain areas. Stuff like that. [Father of a kindergarten student]
…we need to address the implicit bias that exists within teachers. I think, you know, if we take on and really tackle that internalized racism that exists among teachers who have internalized the idea of what the expectations are of the families and the young people that live in the communities, um, you know, that we have, and so tackling those biases and that institutional approach to education, um, really pushes families away, even when they want to be engaged. [Community leader]
Um, you know, teachers might be ‘Oh I don’t want them to have my email address, they’ll email me all the time’. And it’s like, no, if they know it’s there, if they know they have access, they trust you that you’re gunna let them know if something is up, and that they can always let you know, um and then they’re not fighting for proof that we’re taking care of their kids. [Principal]
We’re working as a team so the kids can see like, teachers and parents are not enemies. Like, we are a team, we are all here on the same page and we’re here for you, for your education. And, I think that just builds a whole community of just respecting education and knowing that education is important when you’re all on the same team, and it’s all a really positive place. [Pre-k teacher]
I love it when you come up, ‘it’s very nice to see you’. So they’re really supportive and when you show your face, or when you try to go an extra mile with them or for them, they’re, they say thank you. I mean it’s, a thank you goes a long way. They’re showing appreciation. Um, so just to have that feeling of hey, we’re a team, going on, and that’s definitely how they put it. [Mother of a pre-k student]
Um, I think this parent is engaged, one of the things that she always says is, um, she didn’t have a parent that she felt invested in her education. Her, she had great parents, but they left everything up to the school. And she feels like she would have been a better student if she had had some support at home. So, this is our, one it’s her only child. And she wants to make sure that her child’s off to a really great start. And I agree with that a hundred percent. You can’t entrust your child’s learning to everyone but yourself. [Principal]
Um, because the children need to know one, education is important and if it’s important to the parent it’s important to the child…[children] just seem to learn more, they seem to like learning more, they enjoy school more, they’re better behaved because they know their parent is involved and interested in what they’re doing. [Pre-k teacher]