Program: The Role of Parent Engagement in Student Access and Success

Bernard Oliver, Ed.D.; Director/ProfessorDiane Archer-Banks, Ph. D.; Program CoordinatorDiana Negron-Reyes, Ed. S. Program Coordinator

Sophie Maxis, Graduate Assistant

University of Florida Alliance186 Norman Hall

Gainesville, FL 32611(352) 273-4358

www.education.ufl.edu/alliance

The Role of Parental Engagement in Student Access

and Success

A paper prepared for the National Partnership for Educational Access Conference

Baltimore, MDApril, 2010

Overview

04/12/23NPEA Conference 20102

IntroductionWhy Parental Engagement

Effective Outreach Program ServicesSchools and FamiliesEpstein’s Model of Family and Community

InfluencesAcademic, Social, Financial, Cultural Factors

Impacting Access and SuccessProblems with College AccessStrengthening the Pre-College TrajectoryWhat Matters Most on the Path to College


What Students Need to Create a College-going Culture

University of Florida Alliance Mission/Core ValuesWhat We Do

How do we get Parents InvolvedAlliance Results/OutcomesFuture ResearchQuestions

WHY PARENTAL WHY PARENTAL ENGAGEMENTENGAGEMENT


Outreach Program Outreach Program ServicesServices


Counseling/awarenessAcademic supportPersonal and social awarenessParental engagementMentoringCareer-based outreachFinancial assistance

(McCants, 2004)

Schools and FamiliesSchools and Families


Students/schools with engaged parents Earn higher grades/test scores Enroll in higher level programs More likely to be promoted Have regular school attendance Have better social skills, adaptive behaviors

etc. Attend postsecondary schools Experience stronger teacher-parent

relationships Improves the overall quality of the school

(Henderson & Mapp 2002)

Theoretical ModelTheoretical ModelOVERLAPPING SPHERES OF INFLUENCE OFOVERLAPPING SPHERES OF INFLUENCE OF

FAMILY, SCHOOL AND COMMUNITY ON FAMILY, SCHOOL AND COMMUNITY ON CHILDREN’S LEARNINGCHILDREN’S LEARNING


External Structure

FORCE B•Experience•Philosophy•Practices

FORCE D•Experience•Philosophy•Practices

FORCE C•Experience•Philosophy•Practices

FORCE ATime/Age/Grade Level

Students

Six Types of Parental Six Types of Parental EngagementEngagement


Parent obligations

Communications

Supporting School

Learning Activities

Decision-making

Community

(Catsambis, 1998)

COLLEGE ACCESS AND COLLEGE ACCESS AND SUCCESSSUCCESS


Academic, Social, Financial, Academic, Social, Financial, Cultural Factors Impacting Cultural Factors Impacting Access and SuccessAccess and Success


Academic rigor has greater impact on degree completion than any other pre-college indicator

Less than 33% of HS graduates complete college prep

Underserved have more limited access to rigorous courses and they lag behind in taking advanced math/science

Teachers believe that underserved cannot meet expectations

45% of African American students were enrolled in schools with less than 90% non-White (these schools have less rigorous curricula, fewer resources, etc.

(Pathways to College, 2004)



Only 25% of low-income students are enrolled in college prep compared to 49%of middle class and 65% high income

African Americans, Hispanics and Native American students are twice as likely to be in remedial math

African American students are 3 times more likely to be placed in special education

White students take AP classes/exams at nearly six times the rate of Latino and 13 times the rate of African Americans

Teachers in high poverty/minority schools are less likely to be certified in subject they teach

Disconnect between home and school




Family involvement limited by resources, time, confidence, and language

Teachers use low motivation as a deficitLow income/minority students receive less quality

instructionWhile 71% of students say they are going to

college, only 30% of their teachers thought soFamilies of underserved are unfamiliar with how

postsecondary education institutions workLow income/minority students are less likely to

explore options, take college admissions test, etc.(Pathways to College, 2004)



Minority students/families have less access to technology/internet

Minority students/families are less informed about financial aid

Underserved students in high poverty districts receive less funding

Financial aid is not equal to inflationOf minority/underserved students who enroll,

only 25% graduate with a B.S./B.A.Students with disabilities face similar challenges


Problems of College Problems of College AccessAccess


Financial barriersImproving K-12 conditions via P-16 initiativesCounselors, teachersLack of “quality and quantity” of college

information and financial aidLack of engagement of families as partners in

aspirations, development, connections, etc. to a college going culture

Inequitable admissions practicesLack of mentoringLack of early college awareness

(ACE, 2004)

Problems of College Problems of College AccessAccess


Minority students/families have less access to technology/internet

Minority students/families are less informed about financial aid

Underserved students in high poverty districts receive less funding

Financial aid is not equal to inflationOf minority/underserved students who enroll,

only 25% graduate with a B.S./B.A.Students with disabilities face similar challenges


Principles of Strengthening Principles of Strengthening the Pre-College Trajectorythe Pre-College Trajectory


High expectations that minority, poor underrepresented students are capable of postsecondary education

Enhance/provide high quality college preparatory toolsCollege prep core curriculumProvide honors, AP courses, etc.Provide early college awareness and support

servicesProvide clear information about college

planning, financial aid, etc.(Kuh, Kinzie, Buckley, Bridge, Hayek, 2007)

Principles of Strengthening Principles of Strengthening the Pre-College Trajectory the Pre-College Trajectory (cont’d)(cont’d)


Enhance/provide cultural/socially responsive schooling for underrepresented students Involve familiesAffirm student’s social/cultural backgroundCreate environments that support diversity and

peer group relations Involve leaders in transition pointsProvide financial aid and human service support for

underrepresented studentsAssess policies, programs, priorities, etc.

(Kuh, Kinzie, Buckley, Bridge, Hayek, 2007)

What Matters Most on the Path What Matters Most on the Path to College (7to College (7thth – 12 – 12thth Grades) Grades)


Educational aspirationsSocio-economic statusHigh school resources:

Academic Social

Saliency of high education institution and student ability.

Institutional nuancesOccupational aspirationsParental engagement, support, etc

(Cabrera & LaNasa, 2000)

What Matters Most on the Path What Matters Most on the Path to College (7to College (7thth – 12 – 12thth Grades) Grades)


Social networksEarly participation in collegiate activitiesParental expectations, encouragement,

support, etc.Parental involvement in school activitiesSocioeconomic statusHigh school academic resourcesInformation about college and early outreach

student ability, identity, and self(Cabrera & LaNasa, 2000)

What Students Need To What Students Need To Create A College-going Create A College-going CultureCulture


Teachers, parents and schools that maintain high standards and expectations

Academic and social supportDifferent levels of interventionAccess to college preparatory curriculum

and instruction that facilitate learningInformation about college going

(Stoel, Tognieri & Brown, 1992)

What Students Need To What Students Need To Create A College-going Create A College-going Culture (continued)Culture (continued)


Assistance with financial aidTransition supportCaring/trusting relationshipsParental engagement strategies and

supportCultural responsive teaching and learningSocial and personal identity

(Stoel, Tognieri & Brown, 1992)

UNIVERSITY OF FLORIDA UNIVERSITY OF FLORIDA ALLIANCEALLIANCE


University of FloridaUniversity of Florida


4th largest university in the US (50,000 students)One of the top public research universities in the

country (land grant & AAU membership)More International Baccalaureate students than

any other university in the worldRetention rates of 94% for entering freshmenFreshmen admission test scores are among the

highest in the US (SAT – 1300; ACT – 26) with an average GPA of 4.0+

One of the top athletic programs in the US21 colleges/schoolsMore than 100+ undergraduate majors and 200+

graduate/professional programsOver $500 million in sponsored research

UF Alliance PartnershipUF Alliance Partnership


Partnership exists with six urban public high school within three cities in Florida

MiamiOrlandoJacksonville

We serveFirst generation college studentsUnderrepresented students of colorFamilies in poverty/challenged communities

Alliance School / District Alliance School / District CharacteristicsCharacteristics


Five of the six schools have D/F rating for the past 5 years

Average free-reduced lunch in approximately 66%Average minority enrollment is 97%Average district crime rate per 100,000 is 6,346

occurrences vs. 48,553 state occurrencesAverage limited English speaking per district is

16%Average district in-school/out-school suspension is

19% / 16% vs. 16% / 12% state averageGraduation rates of 45% - 59%

UF Alliance Mission UF Alliance Mission StatementStatement


The mission of the University of Florida Alliance is to enhance college access for historically underrepresented urban youth by:

Providing college outreach and awarenessEngaging parents in the educational processOffering professional leadership development to

educatorsMentoring and fostering student leadershipGranting scholarship support

in partnership and collaboration with schools and community agencies

UF Alliance Core ValuesUF Alliance Core Values


We believe that culturally responsive schooling is conducive to student success.

We believe that early college outreach and college awareness enhances college participation.

We believe in equal access and opportunity to post-secondary education for all students.

We believe that all students deserve a high quality and well-balanced education.

We believe that parents and families are key partners in the educational process.

We believe that mentoring and academic support are necessary for student success.

We believe that all students have the individual talents and abilities to succeed

Areas of FocusAreas of Focus


High school reform9th grade transition/middle to high school

initiativesNovice/beginning teacher supportParental engagementAchievement gap strategiesLeadership developmentProfessional developmentAcademic outreach/social supportMentoring

How to get How to get Parents/Families InvolvedParents/Families Involved


• Welcome – many parents do not feel welcome in the classroom

It is not about your…don’t take it personal

The power of feedback – no one knows it all

The power of reflection – positive/negative

• Honor- Recognize, respect and address cultural and class differences

• Connect – Parents need to know that they have something to contribute and that it matters

(Noeth, R. J. & Wimberly, G. L., 2004)

UF Alliance Model for UF Alliance Model for Parental ParticipationParental Participation


• Specific for high school

• Targets first-generation college students and their families

• A component of the college readiness program

• Teachers and counselors in each school identify 40-80 students to participate in an overnight college visit to UF.

• A UF Alliance representative meets with parents and students prior to visit

• Parent workshops targeting college access, financial aid and learning supports.

The Phone Call – the The Phone Call – the processprocess


• Information regarding college visit

•Congratulations

• Invitation to meet UF Alliance representative at school

•Parents get the opportunity to ask questions

•Average time – 4 minutes

Meeting with Parents Meeting with Parents /Students/Students


Alliance OutcomesAlliance Outcomes


30-42 four-year scholarships to attend the University of Florida for the past 7-8 years.

Professional development for novice teachers.

Leadership and professional development for principals, counselors, teachers, each year (300-500 teachers-principals yearly).

Career explorations in teaching = 100-150 students yearly.

STEM camps for teachers and students (15 teachers, 30 students each year).

Alliance OutcomesAlliance Outcomes


Study Abroad Opportunities

9th grade transition strategies for approximately 800-900 students

High school transition and early college awareness for about 600-1000 students

Mentoring/social support networks for all UF Alliance students (15)

Parental engagement/information workshops (approximately 300 parents yearly)

Recommendations for Recommendations for Future ResearchFuture Research


Examine how family and community culture affects students’ perceptions and discussions about college, as well as their impact on academic ability and attainment once students are engaged in postsecondary education

Study peer group relationships, mentor relationships, and community entities within and outside of high schools and how they impact college preparation and expectations. Concurrently, examine peer group relationships and mentor relationships for college students and how they interface with postsecondary success.

(Transitions to College, 2007)

Recommendations for Recommendations for Future Research continuedFuture Research continued


Create more demonstration that projects that link schools, families, and peers that target cohorts of students in subgroups of class and race/ethnicity.

Examine how the transition to college is affected by student and family culture. For example, how early in the process do children/parents make the decision to go to college (or not)?

Study the impact of families, parents, and peers on financing and college retention disaggregated by class, race/ethnicity, and other key subgroups

QUESTIONSQUESTIONS


ReferencesReferences


(2006). Questions that matter: Setting the research agenda on access and success in postsecondary education. Social Washington DC: Science Research Council Project:

Bowen, N. & Bowen, G. (1998). The mediating role of educational meaning in the relationship between home academic culture and academic performance. Family Relations, 47, 45-51.

Cabrera, A. F. & La Nasa, S. M. (2000). Understanding the college choice of disadvantaged students. New Directions for Institutional Research. San Francisco: Jossey-Bass.

Catsambis, S. (1998). Expanding knowledge of parental involvement in secondary education effects on high school academic success. Baltimore, MD: Center for Research on the Education of Students Placed At Risk (CRESPAR).

Cunningham, A. Christina Redmond, C., & Merisotis, J. (2003). Investing early: Intervention programs in selected U.S. state. Montreal, Canada: Gates Millennium Foundation

Education Policy Institute,(2008). Access persistence, and barriers in postsecondary education: A literature review and outline of future research. Toronto, Canada: Higher Education Quality Council.

Epstein, J. L., Coates, L., Salinas, K.C., Sanders, M. G., & Simon, B. S. (1997). School, Family, and Community Partnerships: Your Handbook for Action. Thousand Oaks, CA: Corwin Press.

Gullatt, Y. & Jan, W. W. (2003). How do pre-collegiate academic outreach programs impact college going among underrepresented students? University of California Office of the President: Early and Outreach Program.

ReferencesReferences


Hanes, M., Tucker, T. & Willis, R. (2008). College going culture in urban schools. Denton, Texas: University of North Texas.

Hango, D, (2007). Parental involvement in childhood and educational qualifications: Can greater parental involvement mediate the effects of socioeconomic disadvantages? Social Science Research, 36, 1371-1390.

Haskins, R., Holzer, H. & Lerman, R. (2009). Promoting economic mobility by increasing postsecondary education. Washington, D.C.: Economic Mobility Project.

Henderson, A., & Mapp, K. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.

Leiber, C. M. (2009). Increasing college access through school-based models of postsecondary preparation, planning, and support. Cambridge, MA: Educators for Social Responsibility

Martinez, M. & Klopoff, S. (2003). Improving college access for minority, low-income and first generation students. Boston, MA: Pathways to College Network.

Nagaoka, J., Roderick, M., Coca, V. (2009). Barriers to college attainment. Chicago, Illinois: Consortium on Chicago School Research at the University of Chicago.

Stoel, C., Togneri, W., and Brown, P. (1992). What works: School/college partnerships to improve poor and minority student achievement. Washington, DC: American Association for Higher Education.

Program: The Role of Parent Engagement in Student Access and Success

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