Engaging Parents, Family and the Community for Improving Educational Outcomes for 3rd-5th Grade English Learner Children: A First-year Program Implementation

ABSTRACT

The purpose of this study was to assess the increase of Latino parents’ confidence in advocating and supporting their child’s schooling. The intervention was implemented in six public independent school districts in the Southwest United States. The data was examined through matched pre- and post-surveys (n = 45). Findings are consistent in describing a successful program and the pre- to post-gains in preparing Latino families to aid their children in becoming academically successful.

KEYWORDS:

• Parent engagement
• parent curriculum
• English learners
• Latino/a children and families
• parent & community
• elementary

Acknowledgments

We thank the Office of English Language Acquisition (OELA) and the U.S. Department of Education for their continued support to ensure that English Learners and immigrant students attain English proficiency and achieve academic success.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the U.S. Department of Education's Office of English Language Acquisition (OELA), National Professional Development (NPD)Program [T365Z170221].