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Drawing on a survey study of about 180 parents and guardians of K-12 students in the Wilmington, Delaware metropolitan area, it analyzes whether families trust schools and the extent of engagement. It outlines engagement frameworks under ESSA, emphasizes long-term planning and collaboration beyond “parent involvement,” and reviews barriers across individual, child, parent-teacher, and societal factors.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/practice-brief-family-and-schools-how-principals-shape-contexts-for-engagement/586730/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/practice-brief-family-and-schools-how-principals-shape-contexts-for-engagement/586730.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does family engagement affect students’ outcomes according to the brief?","Question",{"text":112,"@type":113},"Family engagement benefits students’ well-being and academic achievement across grade levels and school contexts. Early family involvement predicts academic success beyond elementary school, and ongoing support remains important through middle and adolescent years.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What shift does ESSA make regarding family engagement?",{"text":117,"@type":113},"ESSA shifts language and expectations from “parent involvement” toward broader “family engagement.” It requires long-term plans integrating parents’ ideas into decision-making, informing families about academic planning, and evaluating plan efficacy at district and school levels.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of barriers to engagement are discussed in the brief?",{"text":121,"@type":113},"Barriers can be grouped into four categories: individual parent and family factors, child factors, parent-teacher factors, and societal factors. The brief highlights how work schedules and beliefs about the value and efficacy of involvement can limit consistent engagement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586730,1792160931,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","PRACTICE BRIEF  \nFamily and Schools: How Principals Shape Contexts for Engagement  \nLauren P. Bailes, PhD  \nAssistant Professor, University of Delaware School of Education  \nDilek Eruslu, MA  \nGraduate Student, University of Delaware School of Education  \nIntroduction  \nSchools and families need each other. Family engagement benefits students’ well-being and academic achievement, regardless of grade level, content area, school location, or school type (Jeynes, 2003; Jeynes, 2007) . The positive effects of family engagement extend beyond attending report card conferences and checking homework. Family involvement, especially in students’ early years, predicts student academic success long after elementary school. Even so, family contributions to academic support in the middle grades and throughout students’ adolescent years are no less critical. While we know that it is important for parents to remain involved in their children’s education even during high school, parents should be made aware of the impacts different involvement behaviors can have on their children’s academic and emotional functioning (Wang & Sheikh-Khalil, 2014) . However, as students grow, their families’ expectations of them are more predictive of long term academic success than activities such as direct school involvement.  \n[udel.edu/ppe](udel.edu/ppe | ppe-info@udel.edu |)[ |](udel.edu/ppe | ppe-info@udel.edu |)[ ppe-info@udel.edu](udel.edu/ppe | ppe-info@udel.edu |)[ |](udel.edu/ppe | ppe-info@udel.edu |)  @UDPPE  \nPathways to richer family-school engagement are not typically well understood by schools. In some cases, schools do not employ the practices that increase and amplify family engagement. But, as research develops and schools work with families to identify shared aims, we can point to a few recommendations for best practices in this area. Principals’ influence on students is largely indirect, but their work in shaping school cultures, equipping teachers, and welcoming families all support students’ academic achievement. A few pivots on the part of principals may transform the ways that parents and families participate in and engage with their students’ schooling. The brief that follows is designed to help principals incorporate practices into their schools which invite the engagement and expertise of students’ families.  \nThis brief describes a survey study of about 180 parents and guardians of K12 students in the Wilmington, Delaware metropolitan area. The goal of the study was to better understand whether families trust schools, the extent of their engagement, and the strength of their efficacy beliefs regarding school engagement. Conversely, the research team also set out to understand what schools are doing or have done to contribute to feelings of trust and to cultivate families’ efficacy for school engagement.  \nEngagement Frameworks  \nBoth federal and Delaware state legislation recognize the value of family engagement. In the Every Student Succeeds Act (ESSA), the most recent reauthorization of the Elementary and Secondary Education Act (ESEA), the law’s language has shifted  \nESSA’s conception of family engagement requires that schools and districts create long term plans that integrate the ideas and expertise of parents into all aspects of decisionmaking, inform families about academic planning for students, and collaborate with families to evaluate the efficacy of those plans at the district and school levels.  \nfrom “parent involvement” to “family engagement.” This semantic shift represents a revised perspective on families and schools. In ESSA, the language of family engagement implies two significant new directions for federal education policy. First, it acknowledges a much broader definition of family that expands beyond parents.  \nThis is appropriate given that 27% of children in the United States live with only one birth parent and 6% of US children live in homes with no birth parents (Livingston, 2014) . Second, ESSA emphasizes f","cbCailgBWPzwWDzb","https://ap.wps.com/l/cbCailgBWPzwWDzb","pdf",409390,"English","# Introduction\n# Engagement Frameworks\n## From “parent involvement” to “family engagement”\n# Barriers to Engagement","[{\"question\":\"How does family engagement affect students’ outcomes according to the brief?\",\"answer\":\"Family engagement benefits students’ well-being and academic achievement across grade levels and school contexts. Early family involvement predicts academic success beyond elementary school, and ongoing support remains important through middle and adolescent years.\"},{\"question\":\"What shift does ESSA make regarding family engagement?\",\"answer\":\"ESSA shifts language and expectations from “parent involvement” toward broader “family engagement.” It requires long-term plans integrating parents’ ideas into decision-making, informing families about academic planning, and evaluating plan efficacy at district and school levels.\"},{\"question\":\"What kinds of barriers to engagement are discussed in the brief?\",\"answer\":\"Barriers can be grouped into four categories: individual parent and family factors, child factors, parent-teacher factors, and societal factors. The brief highlights how work schedules and beliefs about the value and efficacy of involvement can limit consistent engagement.\"}]","PRACTICE BRIEF - Family and Schools: How Principals Shape Contexts for Engagement | PDF",1792059115,15]