You are seeing this message because your web browser does not support basic web standards. Find out more about why this message is appearing and what you can do to make your experience on this site better.

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.

Terms of Use ▼


Browse by Topic
 | 
All Publications & Resources
WORKING WITH TEACHERS AND FAMILIES DEVELOPMENT PERIODS
COMPLEMENTARY LEARNING CONNECTIONS

Innovative Models to Guide Family Support and Education Policy in the 1990s: An Analysis of Four Pioneering State Programs

This research study evaluates and analyzes state initiatives in Missouri, Minnesota, Connecticut, and Maryland to support parents and early childhood. Lessons learned and evaluation methodologies are presented.

Harvard Family Research Project (March 1990) Research Report

Design Thinking: Catalyzing Family Engagement to Support Student Learning

Design Thinking cultivates fertile ground for promoting deep understanding and action-oriented partnerships between families and educators to support student learning. Discover five steps that enable families and educators to create meaningful strategies for family engagement.

Allison Rowland (April 2016) Research Report

Three Lessons in Developing a Systemic Approach to Family Engagement

Learn how the second-largest school district in California worked collaboratively to develop a systemic family engagement framework while putting family voice front and center.

 

Allison Rowland (July 26, 2016) Research Report

Putting an Equity Lens on Family Engagement in Oregon

Creating high-quality early childhood systems necessitates a strong focus on family engagement. Check out how Oregon is adopting an equity lens and building a strong foundation to engage families by leveraging federal funds, community leadership, and philanthropic investments.

Anairis Hinojosa and M. Elena Lopez (October 29, 2015) Research Report

Interview With Dr. Gary Orfield

Dr. Gary Orfield, Professor of Education and Social Policy at Harvard University, shares his research on poverty to situate CBIs in the context of the larger social and economic factors that may affect their success.

Cami Anderson (1996) Evaluation Exchange Article

Connecting Good Research and Ideas with Policymaking

Three experts in conducting Family Impact Seminars share their techniques for bringing research about families to legislators in a way that not only grabs their attention, but also supports policy change.

Karen Bogenschneider , Bettina Friese, Ph.D., Karla Balling (Spring 2002) Evaluation Exchange Article

Learning From Starting Points

This report analyzes experiences of grantees involved in Carnegie Corporation's Starting Points grant program to encourage states and cities to engage in practices to improve children's well-being. This work examines these grantees' experiences implementing key components of a learning system and presents the overall lessons for other localities intent on using information to improve outcomes.

Marielle Bohan-Baker , Diane Schilder, Fran O'Reilly, Jennifer Smith, Heather Weiss (1998) Research Report

Family Involvement Policy: Past, Present, and Future

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.

Suzanne Bouffard, Ph.D. , Abby R. Weiss (Spring 2008) Evaluation Exchange Article

Thinking Big: A New Framework for Family Involvement Policy, Practice, and Research

Suzanne Bouffard and Heather Weiss reframe family involvement as part of a broader complementary learning approach to promoting children’s success in education and in life.

Suzanne Bouffard, Ph.D. , Heather Weiss, Ed.D. (Spring 2008) Evaluation Exchange Article

Framing Program Evaluation: Why We Should Tinker With Theories of Change and Logic Models

While evaluation needs may vary, all organizations can benefit from utilizing theory-based evaluation tools to frame evaluation efforts. This article explores how three organizations developed their program’s theory of change and logic model.

Carolina Buitrago (November 19, 2015) Research Report

Family Involvement in Elementary School Children's Education

This research brief synthesizes the latest research that demonstrates how family involvement contributes to elementary-school-age children's learning and development. The brief summarizes the latest evidence base on effective involvement—specifically, the research studies that link family involvement during the elementary school years to outcomes and programs that have been evaluated to show what works.

Margaret Caspe , M. Elena Lopez, Cassandra Wolos (Winter 2006/2007) Research Report

Teaching the Teachers: Preparing Educators to Engage Families for Student Achievement

Harvard Family Research Project and the National PTA® have teamed up to bring you the third brief in our ground-breaking series about family engagement policy, highlighting the need for teacher education programs to prepare teachers to better work with families.

Margaret Caspe , M. Elena Lopez, Ashley Chu, & Heather B. Weiss (May 2011) Research Report

Building the Field

HFRP talks with five leaders in the family involvement arena about the current state of the field and promising areas for its future.

Margaret Caspe, Ph.D. (Spring 2008) Evaluation Exchange Article

Research and Advocacy Collaboration: A New Jersey Case Study

Too often vital research in the early care and education field does not get used effectively for advocacy purposes. While researchers and advocates often share the same goals, they tend to operate on separate tracks. This brief explores how research and advocacy can be bridged for greater effect using strategic communications. By definition, strategic communications means a deliberate plan or tactics for using communications as a channel for achieving a certain result. Collaborative work in the state of New Jersey around the goal of achieving a comprehensive and quality early care and education system is used as a backdrop for learning about effective practice.

Julia Coffman (January 2002) Research Report

A Conversation With Richard Rothstein

Richard Rothstein argues that narrowing the achievement gap requires substantial changes in social policy in addition to extensive school reform.

Julia Coffman (Spring 2005) Evaluation Exchange Article

Racing to the Top: Maryland's Promising Practices in Family Engagement

Maryland is embedding a new family engagement definition statewide as a foundation of policy and infrastructure. Through comprehensive partnerships, the state brings to scale family engagement approaches and launches new initiatives.

Nathan Driskell (September 17, 2014) Research Report

Challenges to Data Capacity for Outcome-Based Accountability

Nancy Dunton of the New York State Department of Social Services discusses the challenges to data capacity for outcome-based accountability.

Nancy Dunton (Winter 1996) Evaluation Exchange Article

Empowering Parents to Improve Education: Evidence from Rural Mexico

Paul Gertler, Harry Patrinos, and Marta Rubio-Codina summarize a study on the outcomes associated with a school-based management intervention in Mexico.

Paul J. Gertler , Harry Anthony Patrinos, Marta Rubio-Codina (Spring 2008) Evaluation Exchange Article

Family Support Services Promote School Readiness

This study demonstrates that a wide variety of parent and child factors are linked to school readiness and that parenting education and support services promote family activities that relate to positive child outcomes.

Shari Golan , Donna Spiker, Carl Sumi (December 2005) Research Report

An Aligned Family Involvement System in Kansas

Jane Groff from the Kansas Parent Information Resource Center talks about how the endorsement of statewide family involvement standards by the Kansas State Board of Education has resulted in the development of a common vision for family involvement across state education systems and agencies.

Jane Groff (May 2009) Research Report

Commentary from Harvard Family Research Project on the Race to the Top Fund

Harvard Family Research Project (HFRP) submitted recommendations to the National Register Notice regarding the Race to the Top Fund’s proposed priorities, requirements, definitions, and selection criteria. HFRP both endorsed the comments submitted by the National Family, School, and Community Engagement Working Group, a collaborative of leaders in the family engagement field including HFRP’s Heather Weiss, and asserted that a priority criterion for awarding Race to the Top dollars should focus on the quality and depth of family engagement, especially to achieve the American Recovery and Reinvestment Act's goal of turning around struggling schools.

Harvard Family Research Project (August 25, 2009) Research Report

Family Engagement Policy Resources

We've added a section to our website to inform stakeholders of our policy-related work in family engagement. This work seeks to promote the broader definition of family engagement that stresses shared responsibility and cross-context learning within a cradle-to-career approach to education. Visit our new policy page for more details, including our  comments in the Federal Register regarding the U.S. Department of Education’s $4.35 billion Race to the Top Fund competitive grants program.

Harvard Family Research Project (November 2009) Research Report

Commentary from Harvard Family Research Project on the Investing in Innovation (i3) Fund

HFRP submitted recommendations to the National Register Notice regarding the i3 fund’s proposed priorities, requirements, definitions, and selection criteria. The recommendation included an endorsement of the comments submitted by the National Family, School, and Community Engagement Working Group, a collaborative of leaders in the family engagement field including HFRP’s Heather Weiss, and emphasized the need to direct development and validation grant funding toward promising family and community engagement initiatives, isolate and recognize the added value of parental involvement in interventions, and take a nuanced view of effect size when selecting innovations for funding.

Harvard Family Research Project (January 19, 2010) Research Report

Family Engagement in Public Libraries Is Valued, but There Is Work to Be Done

Ever wonder what libraries around the country are doing to engage families? Learn the answer to this question and others through HFRP and PLA’s national survey of family engagement in public libraries—– the results of which are presented here.

Harvard Family Research Project (August 16, 2016) Research Report

Family Engagement as a Systemic, Sustained, and Integrated Strategy to Promote Student Achievement

This paper offers an expanded definition of family engagement based on research about children’s learning and the relationships among families, schools, and communities in support of such learning. The topics presented in this paper were originally introduced as commentaries in the August 2009, November 2009, and April 2010 issues of the F.I.N.E. Newsletter.

Harvard Family Research Project (April 2010) Research Report

© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project