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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
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Brian Yates from American University explains the value of both cost-effectiveness and cost–benefit analyses in promoting investments in family involvement.
This article is adapted from Chapter 9, “Scaling Up: Why Can’t All Schools in a District Create Strong Partnerships With Families?” of Beyond the Bake Sale: The Essential Guide to Family–School Partnerships by Anne Henderson, Karen Mapp, Vivian Johnson, and Don Davies.
Amy Aparicio Clark and Amanda Dorris describe how the PALMS Project supports educators’ efforts to engage Latino parents in college preparation and enrollment.
Paul Gertler, Harry Patrinos, and Marta Rubio-Codina summarize a study on the outcomes associated with a school-based management intervention in Mexico.
Helen Westmoreland of HFRP reviews Only Connect: The Way to Save Our Schools by Rudy Crew.
HFRP summarizes key observations raised in this issue of The Evaluation Exchange. Based on findings from research and evaluation, these themes highlight what the field needs to know and do to move family involvement forward in policy and practice.
Rudy Crew, Superintendent of the Miami-Dade County Public Schools, talks about his book, Only Connect, and his efforts to close the achievement gap in Miami-Dade County.
An introduction to the issue on Building the Future of Family Involvement by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Helen Westmoreland and Suzanne Bouffard describe the evolving evaluation strategy for the national Parental Information and Resource Centers program, the program’s potential to build the family involvement field, and the role of the National PIRC Coordination Center.
HFRP talks with five leaders in the family involvement arena about the current state of the field and promising areas for its future.
Jerrell Cassady and Jackie Garvey illustrate how an ongoing, collaborative process between director and evaluator has informed and im-proved the Indiana State PIRC’s programs to support family involvement.
Family involvement experts discuss federal, state, and local policies—where these policies have been, where they are headed, and what strategies are necessary to seize the current policy window.
Marianne Kirner and Matt Storeygard explain how the Connecticut State PIRC is implementing and evaluating an effort to promote family involvement at the school district level.
Ronald Ferguson, Director of the Achievement Gap Initiative and Lecturer at Harvard University, proposes that parents must be part of a broader movement for excellence with equity.
Lisa St. Clair and Barbara Jackson describe how the Nebraska State PIRC connects with 21st Century Community Learning Centers to foster family involvement.
Sheri DeBoe Johnson from the National Parent Teacher Association (PTA) discusses the PTA’s newly revised National Standards for Family–School Partnerships.
HFRP asked leading family involvement researchers about the most important research questions facing the field today and in the future. The highlights below represent just a cross-section of their responses to the following question: Based on your experience and the state of the family involvement field today, what are the most critical questions or topics for future research?
Bruce Wilson and Dick Corbett describe an evaluation of Kentucky’s Commonwealth Institute for Parent Leadership.
HFRP takes a look at upcoming family involvement and complementary learning evaluations.
Gerard Robinson discusses how and why low-income and working-class Black parents are involved in enrolling their children in after school programs.
Brenda Miller and Ginger Peacock Preston from the Jacksonville Children’s Commission describe how the city of Jacksonville, Florida, is integrating family involvement into a system of care for children and families.
This section features an annotated list of papers, organizations, initiatives, and other resources related to the issue’s theme.
Sharon Hemphill and Holly Kreider describe how the Boys & Girls Clubs of America is implementing and evaluating an initiative that goes “beyond the walls” to support families in order to promote children’s success.
Amy Schulting from Duke University explores the role of teacher outreach to families during the transition to kindergarten.
Karen Matheson from M+R Strategic Services describes a recent study that helps nonprofits measure and interpret their online advocacy and fundraising success.