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www.HFRP.org

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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WORKING WITH TEACHERS AND FAMILIES DEVELOPMENT PERIODS
COMPLEMENTARY LEARNING CONNECTIONS

A Strong Start for Family Engagement in Massachusetts

Through its Race to the Top–Early Learning Challenge funds, Massachusetts has created strategic partnerships with museums and libraries, public television, family and community programs, community nonprofits, and public transportation to build a robust and growing statewide family engagement system.

Nathan Driskell (December 11, 2014) Research Report

Commentary from the National Family, School, and Community Engagement Working Group on the Investing in Innovation (i3) Fund

The National Family, School, and Community Engagement Working Group, a collaborative of leaders in the family engagement field including Harvard Family Research Project’s (HFRP) Heather Weiss, submitted recommendations for the Investing in Innovation (i3) Fund’s proposed priorities, requirements, definitions, and selection criteria.The National Working Group’s recommendations provide a framework for the integration of family involvement into how potential recipients of i3 funds are assessed and selected, as well as how initiatives are evaluated.

National Family, School, and Community Engagement Working Group (January 19, 2010) Research Report

Taking Leadership, Innovating Change: Profiles in Family, School, and Community Engagement

This new report from the National Family, School, and Community Engagement Working Group contains twelve examples of leading innovations in family engagement as an integral and effective strategy in systemic education reform.

National Family, School, and Community Engagement Working Group (March 2010) Research Report

Commentary from the National Family, School, and Community Engagement Working Group on the Extending the Grant Period for the Parental Information and Resource Centers

The National Family, School, and Community Engagement Working Group, a collaborative of leaders in the family engagement field including Harvard Family Research Project’s Heather Weiss, submitted recommendations for the U.S. Department of Education's proposal to extend the grant period for the National Parental Information and Resource Centers (PIRC) program. This extension period would allow the centers to operate through fiscal year 2012. The Working Group recommended that the extension place an emphasis on data collection, research, best practices, and program outcomes that will assist in the development of a strengthened PIRC program.

National Family, School, and Community Engagement Working Group (February 2011) Research Report

Commentary from the National Family, School, and Community Engagement Working Group on the Promise Neighborhoods Program

The Working Group submitted recommendations to the National Register Notice regarding the Promise Neighborhoods program's proposed priorities, requirements, definitions, and selection criteria.

National Family, School, and Community Engagement Working Group (April 2011) Research Report

Commentary from the National Family, School, and Community Engagement Working Group on the Race to the Top Fund

The National Family, School, and Community Engagement Working Group, a collaborative of leaders in the family engagement field including Harvard Family Research Project’s (HFRP) Heather Weiss, submitted recommendations for the Race to the Top Fund’s proposed priorities, requirements, definitions, and selection criteria. The recommendations provide a framework for elevating and integrating family involvement into how the Race to the Top Funds are disseminated, governed, and evaluated for effectiveness.

National Family, School, and Community Engagement Working Group (August 25, 2009) Research Report

Driving Towards Family-Centered Policies and Practices: Parent Partnerships as Key Components of Student Success

Jenny Ocón, Executive Director of Parent Services Project (PSP) in San Rafael, California, describes how her work with PSP supports family engagement at schools and in the community.

Jenny Ocón (May 2011) Research Report

New Offices, New Programs, New Interventions: A Look at New Developments in Early Childhood Education

In this FINE Newsletter Commentary, HFRP’s Christine Patton explores how new developments in early learning research, policy, and practice reflect a national “coming together” around the importance of early childhood experiences and their role in later school success.

Christine Patton (March 15, 2012) Research Report

The Transition to Afterschool: One City’s Approach to Connecting Young Children and Their Families to Learning and Enrichment Opportunities

What steps can programs take to help families successfully transition to school and afterschool? How can families make informed choices about afterschool opportunities? What information do families need in this process? This video demonstrates how Cambridge, Massachusetts, is addressing these and related questions to help connect families to afterschool learning and enrichment opportunities prior to school entry. 

Christine Patton (June 9, 2014) Research Report

KERA: Making Evaluation Part of the Way They Do Business

Elaine Replogle from Harvard Family Research Project examines the Kentucky Education Reform Act, which established Family Resource Centers and Youth Service Centers.

Elaine Replogle (Spring 1995) Evaluation Exchange Article

Promoting Parent–School Relationships During the Transition to Kindergarten

Amy Schulting from Duke University explores the role of teacher outreach to families during the transition to kindergarten.

Amy B. Schulting, M.Ed., M.A. (Spring 2008) Evaluation Exchange Article

Early Childhood Reform in Seven Communities: Front-Line Practice, Agency Management, and Public Policy

This report examines local examples of successful implementation of reforms. It provides useful information to early childhood practitioners who work directly with children and families, managers who direct early childhood agencies and programs, and policymakers who make decisions about program designs and funding strategies.

Tom Schultz , M. Elena Lopez, Mona Hochberg (1996) Research Report

Schools in Communities

In this course, we deepen the preparation of teachers in training, focusing on schools as organizations in specific political communities wherein people exercise more or less democratic voices in public policies that govern their economic, housing, and education opportunities. Teachers make and influence policies in their classrooms, at their campuses, and in the institutions and/or districts in which they work.

Kathleen Staudt () Syllabus

National Family, School, and Community Engagement Working Group: Recommendations for Federal Policy

This policy brief offers a definition of family, school, and community engagement that builds on the definition in the No Child Left Behind Act (Title IX, section 9101, 32) and is based on research about when and how children learn and the relationships among families, schools, and communities in supporting that learning.  We also lay out some of the elements we believe are necessary to enable states, districts, schools, families, and community organizations to develop effective approaches to family engagement from birth to young adulthood.

The National Family, School, and Community Engagement Working Group (June 2009) Research Report

Beyond Random Acts: Family, School, and Community Engagement as an Integral Part of Education Reform

This paper, authored by Harvard Family Research Project, served as the foundation for panelists’ discussions at the National Policy Forum for Family, School, and Community Engagement. Beyond Random Acts provides a research-based framing of family engagement; examines the policy levers that can drive change in promoting systemic family, school, and community engagement; and focuses on data systems as a powerful tool to engage families for twenty-first century student learning.  Because education reform will succeed only when all students are prepared for the demands of the twenty-first century, the paper also examines the role of families in transforming low-performing schools.

Heather Weiss , M. Elena Lopez, and Heidi Rosenberg (December 2010) Research Report

Breaking New Ground: Data Systems Transform Family Engagement in Education

HFRP and the National PTA® have teamed up for the second issue in our series of ground-breaking policy briefs. Breaking New Ground cites six case studies from across the country that reveal innovative efforts by early childhood programs and school districts to use student data systems to improve family engagement. Each profile illustrates a segment of a data pathway beginning in early childhood and continuing through students' academic careers. The brief also includes a set of policy recommendations to help support the current trends in education that focus on twenty-first century learning and the vital role of technology.

Heather B. Weiss , M. Elena Lopez, & Deborah R. Stark (January 2011) Research Report

Family Involvement in Early Childhood Education

This research brief synthesizes the latest research that demonstrates how family involvement contributes to young children's learning and development. The brief summarizes the latest evidence base on effective involvement—specifically, the research studies that link family involvement in early childhood to outcomes and programs that have been evaluated to show what works.

Heather B. Weiss , Margaret Caspe and M. Elena Lopez (Spring 2006) Research Report

Bringing Families to the Table: Recommendations and Next Steps from the National Policy Forum for Family, School, and Community Engagement

One year after the National Policy Forum on Family, School, and Community Engagement, this report looks back at the major themes of the Forum discussions and offers a set of recommendations for driving family engagement in education as we move forward.

Heather B. Weiss , Elena Lopez & Heidi Rosenberg (November 2011) Research Report

Taking a Closer Look: A Guide to Online Resources on Family Involvement

This comprehensive resource guide compiles a wealth of information about family involvement from over 100 national organizations. It contains Web links to recent (published in and after 2000) research, information, and tools.

Heather Weiss , Kelly Faughnan, Margaret Caspe, Cassandra Wolos, M. Elena Lopez, Holly Kreider (2004) Research Report

Changing the Conversation About Home Visiting: Scaling Up With Quality

The purpose of this paper is to determine what the evidence and conventional wisdom say about scaling up home visiting as one of the best ways to support parents and promote early childhood development. To answer this question, we examined the available research evidence, interviewed leaders from six of the national home visiting models, and interviewed researchers who have studied home visiting. The area of interest for guiding future research, practice, and policy is whether home visiting can be delivered at broad scale and with the quality necessary to attain demonstrable, positive outcomes for young children and their parents.

Heather Weiss , Lisa Klein (May 2007) Research Report

The Challenges of Evaluating State Family Support and Education Initiatives: An Evaluation Framework

This paper provided an evaluation framework to analyze four state initiatives that provide multi-generational family support and education programs. The paper documented preliminary findings and was presented at The Public Policy and Family Support amd Education Programs Colloquium in Annapolis, MD, April 26-28, 1989.

Heather Weiss , Robert Halpern (April 1989) Research Report

Strengthen What Happens Outside School to Improve What Happens Inside

This article by Harvard Family Research Project in the April 2009 issue of  Phi Delta Kappan offers research-based recommendations for federal education legislation.

Heather Weiss , Priscilla Little, Suzanne M. Bouffard, Sarah N. Deschenes, Helen Janc Malone (April 2009) Research Report

Redefining Family Engagement in Education

Heather Weiss and Elena Lopez discuss the need to develop a broader definition of family engagement—one which focuses on the multiple contexts in which children grow and learn, from birth through adulthood—in this era of changing federal policy.

Heather Weiss , M. Elena Lopez (May 2009) Research Report

The Federal Role in Out-of-School Learning: After-School, Summer Learning, and Family Involvement as Critical Learning Supports

Four decades of research demonstrate that it is necessary to redefine learning—both where and when it takes place—if the country is to achieve the goal of educating all of its children. This report from Harvard Family Research Project (HFRP) makes a research-based case for federal provision of out-of-school complementary learning supports, so that all students gain the skills necessary for success in the 21st century.

Heather B. Weiss , Priscilla M. D. Little, Suzanne M. Bouffard, Sarah N. Deschenes, Helen Janc Malone (May 2009) Research Report

From Periphery to Center: A New Vision for Family, School, and Community Partnerships

Written by Harvard Family Research Project's Heather Weiss and Naomi Stephen, this chapter presents a comprehensive, integrated family, school, and community partnership framework that can help level the playing field for disadvantaged children and ensure that they have access to the parental involvement and community engagement practices of their more advantaged peers in order to enhance their learning.

Heather B. Weiss , Naomi Stephen (May 2009) Research Report

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