Parental Engagement Proves No Easy Goal

Autor/in	Cavanagh, Sean
Titel	Parental Engagement Proves No Easy Goal
Quelle	In: Education Week, 31 (2012) 27, S.1 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Federal Legislation; Educational Change; Parent School Relationship; Educational Legislation; Parent Participation; Academic Achievement; Expectation; Student Improvement; Disadvantaged Schools; Disadvantaged Youth; Educationally Disadvantaged; Parent Education; Federal Aid + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsreform; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Bildungsrecht; Schulgesetz; Elternmitwirkung; Schulleistung; Expectancy; Erwartung; Benachteiligter Jugendlicher; Parents education; Elternbildung; Elternschule
Abstract	Few would quarrel with the goal of increasing parents' and families' engagement in education in the name of school improvement. But there is far less consensus on what that engagement should look like--and on how educators and policymakers should be promoting it. Those questions are evident in the federal No Child Left Behind (NCLB) Act, which requires that all districts receiving more than $500,000 in Title I aid for disadvantaged students must devote at least 1 percent of those funds to family-engagement activities, and that they must distribute 95 percent of that money to Title I schools. The law also requires Title I schools to have written parent-involvement policies and school-parent compacts, describing how parents should be involved in schools and how they will take part in improving student achievement. Both sets of policies are to be developed and approved by parents. Many researchers and advocates, however, say the current law has not lived up even to expectations on that front. Some say the NCLB law encourages a focus on compliance, rather than fostering creative and sustained cooperation between schools and parents. Others say it offers districts and schools too little guidance on how to engage parents in a meaningful way. And some argue that superintendents and principals--already saddled with NCLB's other mandates, particularly in testing--have little incentive to take parent engagement seriously. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10