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

Bernard Oliver, Ed.D.; Director/Professor Diane Archer-Banks, Ph. D.; Program Coordinator Diana Negron-Reyes, Ed. S. Program Coordinator Sophie Maxis, Graduate Assistant University of Florida Alliance 186 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, MD April, 2010

Overview
Introduction
Why Parental Engagement
Effective Outreach Program Services
Schools and Families
Epstein’s Model of Family and Community Influences
Academic, Social, Financial, Cultural Factors Impacting Access and Success
Problems with College Access
Strengthening the Pre-College Trajectory
What Matters Most on the Path to College
04/12/10 NPEA Conference 2010

What Students Need to Create a College-going Culture
University of Florida Alliance
Mission/Core Values
What We Do
How do we get Parents Involved
Alliance Results/Outcomes
Future Research
Questions

WHY PARENTAL ENGAGEMENT 04/12/10 NPEA Conference 2010

Outreach Program Services
Counseling/awareness
Academic support
Personal and social awareness
Parental engagement
Mentoring
Career-based outreach
Financial assistance
(McCants, 2004)

Schools 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 Model OVERLAPPING SPHERES OF INFLUENCE OF FAMILY, SCHOOL AND COMMUNITY ON CHILDREN’S LEARNING 04/12/10 NPEA Conference 2010 External Structure
FORCE B
Experience
Philosophy
Practices
FORCE D
Experience
Philosophy
Practices
FORCE C
Experience
Philosophy
Practices
FORCE A Time/Age/Grade Level Students

Six Types of Parental Engagement
Parent obligations
Communications
Supporting School
Learning Activities
Decision-making
Community
( Catsambis, 1998 )

COLLEGE ACCESS AND SUCCESS 04/12/10 NPEA Conference 2010

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 deficit
Low income/minority students receive less quality instruction
While 71% of students say they are going to college, only 30% of their teachers thought so
Families of underserved are unfamiliar with how postsecondary education institutions work
Low income/minority students are less likely to explore options, take college admissions test, etc.

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 inflation
Of minority/underserved students who enroll, only 25% graduate with a B.S./B.A.
Students with disabilities face similar challenges

Problems of College Access
Financial barriers
Improving K-12 conditions via P-16 initiatives
Counselors, teachers
Lack of “quality and quantity” of college information and financial aid
Lack of engagement of families as partners in aspirations, development, connections, etc. to a college going culture
Inequitable admissions practices
Lack of mentoring
Lack of early college awareness
(ACE, 2004)

Problems of College Access
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 inflation
Of minority/underserved students who enroll, only 25% graduate with a B.S./B.A.
Students with disabilities face similar challenges

Principles of Strengthening the Pre-College Trajectory
High expectations that minority, poor underrepresented students are capable of postsecondary education
Enhance/provide high quality college preparatory tools
College prep core curriculum
Provide honors, AP courses, etc.
Provide early college awareness and support services
Provide clear information about college planning, financial aid, etc.
(Kuh, Kinzie, Buckley, Bridge, Hayek, 2007)

Principles of Strengthening the Pre-College Trajectory (cont’d)
Enhance/provide cultural/socially responsive schooling for underrepresented students
Involve families
Affirm student’s social/cultural background
Create environments that support diversity and peer group relations
Involve leaders in transition points
Provide financial aid and human service support for underrepresented students
Assess policies, programs, priorities, etc.
(Kuh, Kinzie, Buckley, Bridge, Hayek, 2007)

What Matters Most on the Path to College (7 th – 12 th Grades)
Educational aspirations
Socio-economic status
High school resources:
Academic
Social
Saliency of high education institution and student ability.
Institutional nuances
Occupational aspirations
Parental engagement, support, etc
(Cabrera & LaNasa, 2000)

What Matters Most on the Path to College (7 th – 12 th Grades)
Social networks
Early participation in collegiate activities
Parental expectations, encouragement, support, etc.
Parental involvement in school activities
Socioeconomic status
High school academic resources
Information about college and early outreach student ability, identity, and self
(Cabrera & LaNasa, 2000)

What Students Need To Create A College-going Culture
Teachers, parents and schools that maintain high standards and expectations
Academic and social support
Different levels of intervention
Access to college preparatory curriculum and instruction that facilitate learning
Information about college going
(Stoel, Tognieri & Brown, 1992)

What Students Need To Create A College-going Culture (continued)
Assistance with financial aid
Transition support
Caring/trusting relationships
Parental engagement strategies and support
Cultural responsive teaching and learning
Social and personal identity
(Stoel, Tognieri & Brown, 1992)

UNIVERSITY OF FLORIDA ALLIANCE 04/12/10 NPEA Conference 2010

University of Florida
4 th 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 world
Retention rates of 94% for entering freshmen
Freshmen 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 US
21 colleges/schools
More than 100+ undergraduate majors and 200+ graduate/professional programs
Over $500 million in sponsored research

UF Alliance Partnership
Partnership exists with six urban public high school within three cities in Florida
Miami
Orlando
Jacksonville
We serve
First generation college students
Underrepresented students of color
Families in poverty/challenged communities

Alliance School / District Characteristics
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 occurrences
Average limited English speaking per district is 16%
Average district in-school/out-school suspension is 19% / 16% vs. 16% / 12% state average
Graduation rates of 45% - 59%

UF Alliance Mission Statement
The mission of the University of Florida Alliance is to enhance college access for historically underrepresented urban youth by:
Providing college outreach and awareness
Engaging parents in the educational process
Offering professional leadership development to educators
Mentoring and fostering student leadership
Granting scholarship support
in partnership and collaboration with schools and community agencies

UF 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 Focus
High school reform
9 th grade transition/middle to high school initiatives
Novice/beginning teacher support
Parental engagement
Achievement gap strategies
Leadership development
Professional development
Academic outreach/social support
Mentoring

How to get Parents/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 Parental 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 process
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 /Students 04/12/10 NPEA Conference 2010

Alliance 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 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 Future 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 Future 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

QUESTIONS 04/12/10 NPEA Conference 2010

References
(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.

References
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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Program: The Role of Parent Engagement in Student Access and Success — Presentation Transcript