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This report analyzes first- and second-grade parents’ and teachers’ perceptions of school family engagement initiatives using mixed-methods data from two nationally representative surveys, an online discussion board, and interviews with family engagement coordinators. It evaluates communication, shared decision-making, trust, mutual respect, and cultural inclusiveness, highlighting where needs and barriers 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","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What educational impact did the COVID-19 pandemic have that motivates this report?","Question",{"text":112,"@type":113},"The pandemic widened existing educational inequities for Black and Latino students, English learners, and students with disabilities, increasing the urgency of strengthening school-family connections to improve learning and well-being.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report study family engagement initiatives?",{"text":117,"@type":113},"It uses a mixed-methods approach drawing on two nationally representative surveys, an online discussion board, and interviews with family engagement coordinators.",{"name":119,"@type":110,"acceptedAnswer":120},"Which engagement areas do parents and teachers generally view positively?",{"text":121,"@type":113},"Parents and teachers report positive feelings about engagement opportunities at children’s schools, communication with teachers, parents’ roles in schoolwide decision-making, and cultural inclusiveness.","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},583969,1792209144,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","Engaging First:  \nSUPPORTING YOUNG LEARNERS THROUGH FAMILY ENGAGEMENT  \n[edtrust.org](edtrust.org)  \nApril 2024  \nedtrust org  \nTable of contents  \nExecutive Summary ........................................................................................................................................4  \nIntroduction ....................................................................................................................................................6  \nMethods ..........................................................................................................................................................8  \nFigure 1: Distribution of Survey 2 Parent Respondents by Demographic Characteristics  \nFindings ..........................................................................................................................................................10  \nFigure 2: Percentage of Parents, by Race/Ethnicity and Teachers Who Reported That Home Visits Were Helpful orDone Well Figure 3: Percentage of Parents Who Reported Receiving Information on Academic Expectations or Academic Support  \nFigure 4: Percentage of Parents Who Agree That Their School Encourages Families to Playa Role in Schoolwide Planning, Leadership, and Policy and Program Decisions  \nFigure 5: Percentage of Parents Who Reported That Their Child’s School Offered Opportunities to Provide Input in Decision-Making  \n5 Things School and District Leaders Can Do to Improve Family Engagement ...............................................25  \nConclusion ......................................................................................................................................................31  \nEndnotes .........................................................................................................................................................32  \nSUPPORTING YOUNG  \nLEARNERS THROUGH FAMILY ENGAGEMENT EDTRUST | APRIL 2024  \n3  \nEngaging First:  \nSUPPORTING YOUNG LEARNERS THROUGH FAMILY ENGAGEMENT  \nBy Ivy Morgan, Director of P-12 Research and Data Analytics, Carrie Gillispie, Ed.D., former P-12 Senior Research Associate, and Antoinette Waller, former P-12 Research Intern  \nExecutive Summary  \nThe COVID-19 pandemic widened existing educational inequities for Black and Latino students, students who are English learners, and students with disabilities. Research shows that family engagement has a positive impact on student outcomes ; therefore, forging connections between schools and families as enrollment rebounds will be especially crucial to enhancing student learning and well-being in the wake of the pandemic.  \nGiven that context, this report examines the perceptions and experiences of first and second grade parents and teachers with their school’s engagement initiatives using a mixed-methods analysis of data from two nationally representative surveys, an online discussion board, and interviews with family engagement coordinators.  \nUsing existing research on meaningful and effective family engagement as a guide, we examined parents’and teachers’ perceptions about several facets of effective engagement: communication; shared decisionmaking; connections, trust, and mutual respect; and cultural inclusiveness. Where applicable, we discuss how responses differed by race or ethnicity, household income, multilingual status, and whether the parent has a child who has been identified as having a disability.  \nParents and teachers had positive feelings, overall, about engagement opportunities at their children’s schools, communication with their children’s teachers, their role in schoolwide decision-making, and the cultural inclusiveness of their schools.  \nYet, when we examined more specific engagement offerings, a more nuanced picture emerged. Notably, only about half of parents reported that their school communicated whether their child was meeting grade-level academic expectations, and of those who did not receive this information, ","cbCaif93ZnFYOLva","https://ap.wps.com/l/cbCaif93ZnFYOLva","pdf",7055261,36,"English","# Executive Summary\n# Introduction\n# Methods\n# Findings\n## Figure 1: Distribution of Survey 2 Parent Respondents by Demographic Characteristics\n## Figure 2: Parents by Race/Ethnicity and Teachers Reporting Home Visits Were Helpful or Done Well\n## Figure 3: Parents Reporting Information on Academic Expectations or Academic Support\n## Figure 4: Parents Agreeing Their School Encourages Families to Play a Role in Planning and Leadership\n## Figure 5: Parents Reporting Opportunities to Provide Input in Decision-Making\n# 5 Things School and District Leaders Can Do to Improve Family Engagement\n# Conclusion\n# Endnotes","[{\"question\":\"What educational impact did the COVID-19 pandemic have that motivates this report?\",\"answer\":\"The pandemic widened existing educational inequities for Black and Latino students, English learners, and students with disabilities, increasing the urgency of strengthening school-family connections to improve learning and well-being.\"},{\"question\":\"How does the report study family engagement initiatives?\",\"answer\":\"It uses a mixed-methods approach drawing on two nationally representative surveys, an online discussion board, and interviews with family engagement coordinators.\"},{\"question\":\"Which engagement areas do parents and teachers generally view positively?\",\"answer\":\"Parents and teachers report positive feelings about engagement opportunities at children’s schools, communication with teachers, parents’ roles in schoolwide decision-making, and cultural inclusiveness.\"}]","SUPPORTING YOUNG LEARNERS THROUGH FAMILY ENGAGEMENT | PDF",1792049245,91]