A r c h i v e d  I n f o r m a t i o n

FY 1999 Annual Plan - Volume 1. Objective Performance Plans and Data Quality - February 27, 1998

Objective 1.5. Families and communities are fully involved with schools and school improvement efforts.

Context: Family involvement in their children's learning, more than socioeconomic status or parent's educational level, is the greatest predictor of academic achievement. As such, involving families and community members in children's learning can be a powerful school improvement force. As a means of helping all children achieve to high standards and improving schools, the U.S. Department of Education initiated a unique private-public partnership in 1994, known as the Partnership for Family Involvement in Education. The Partnership and its 4,000 members focus on specific national activities--America Goes Back to School, The America Reads Challenge, Think College Early, and After-School Extended Learning. In addition, parent and community involvement is promoted through the Department's programs--Title I, Even Start, special education, bilingual education, migrant education, postsecondary education, and Goals 2000.

Key strategies for FY 1999


Programs supporting this objective

Direct assistance to parents
  • Goals 2000 Parental Assistance
  • IDEA Parent Information Centers
  • IDEA Infants and Families (Part C)
  • Even Start
  • Bilingual Education
  • Ready to Learn Television
  • Inexpensive Book Distribution
  • Ready to Learn Television
  • Comprehensive Regional Assistance Centers
  • Regional Educational Laboratories
Information on college
  • TRIO programs
  • High Hopes College-School Partnerships
Family-school partnership building
  • Title I Grants to LEAs
  • IDEA State Grants
  • Migrant Education
  • Safe and Drug-Free Schools
  • Comprehensive Regional Assistance Centers
  • Regional Educational Laboratories
  • 21st Century Community Learning Centers grants to schools
  • Title I Grants to LEAs
  • IDEA State grants (Part B)
  • Regional Educational Laboratories

Selected performance indicators and charts

Performance indicators for objective 1.5 focus on two different aspects of the program--participation in after-school programs and parent participation in parent-teacher conferences. Both of these performance indicators are important to measuring family involvement in education from the vantage point of the parent and the child.

By 2002, the number of children participating in after-school programs will double, from 1.7 million to 3.4 million children. (Goal 1, indicator 34)

Indicator background and context. While a number of communities are already developing after-school programs, such programs are not wide-spread, particularly in the public schools.

Data source. Seppanen, P., Love, J., deVries, D. And Bernstein, L. (1993). National Study of Before-and After-School Programs. Washington, D.C.: U.S. Department of Education.

The percentage of parents who meet with teachers about their children's learning will show continuous improvement, reaching 90 percent by 2002. (Goal 1, indicator 32)

Indicator background and context. Although schools almost universally sponsor various programs for parents, parents frequently do not attend these events. School events that feature some interaction with students' teachers, especially parent-teacher conferences, appear to attract more parents than other types of events. This is important since families who are consistently informed about their children's progress at school have higher-achieving children. Parent-teacher conferences are once important way to establish a partnership founded on improving children's learning.

Data source. U.S. Department of Education, National Center for Education Statistics, National Household Education Survey, 1996.

Verification/validation of performance measures: The Steering Group of the "Partnership for Family Involvement in Education," composed of representatives from outside organizations engaged in family involvement, will review all indicator data. Information will be collected through rigorously designed and independently administered surveys of schools and families as part of program evaluations and of collections by the National Center for Education Statistics.


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