How it has a positive effect on academic success and high-performing schools

The Office of Superintendent of Public Instruction (OSPI) of the State of Washington recently published a literature review of 20 studies that examined the common characteristics of high-performing schools. These studies include several U.S. Department of Education studies, including Hope for Urban Education: A Study of High Performing, High Poverty Urban Elementary Schools (Mayer, D.P., Mullens, J.E. , & Moore, M.T. 2000), and Monitoring School Quality: An Indicators Report (Charles A. Dana Center, 1999). Their research found that high-performing schools tend to have a combination of many characteristics, which were narrowed into these nine areas:

1. A clear and shared focus.
2. High standards and expectations for all students.
3. Effective school leadership.
4. High levels of collaboration and communications.
5. Curriculum instruction and assessments aligned with state standards.
6. Frequent monitoring of teaching and learning.
7. Focused professional development.
8. A supportive learning environment.
9. High levels of parent and community involvement.

According to a research report by the Southwest Educational Development Laboratory, families have a major influence on their children’s achievement in school and through life. Students with involved parents, no matter what their income or background are more like to:

• Earn higher grades and test scores, and enroll in higher-level programs
• Be promoted, pass their classes and earn credits
• Attend school regularly
• Have better social skills, show improved behavior and adapt well to school
• Graduate on time and go on to a 4-year university or technical college

Schools should embrace a philosophy of partnership and be willing to share information with families. It’s important that parents, school staff, and community members understand that the responsibility of children’s educational development is a collaborative and benefits the community as a whole. In schools where teachers reported high levels of outreach to parents, test scores grew at a rate of 40 percent higher than in schools where teachers reported low levels of outreach (National Center for Family & Community Connections with Schools).