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Involve Students and Parents


The vision

Parents in Connecticut help schools understand their children’s academic needs, set high expectations for their children, and help to provide the support necessary for their children to be successful and graduate from college, be prepared for a career, and be ready for life. Students in Connecticut are highly engaged in their learning and demonstrate agency of self and ownership of their own learning.

Why is this important?

Parents are the number one influence on their children’s educational achievement.27 Especially in transformed educational systems, educators need to work with parents to better understand student needs and to coordinate learning opportunities both within and outside school.28 When the responsibility for learning is shifted to the student, that student becomes energized and dedicated to pursuing his or her learning goals. It is critical that the transformed school make “student voice” an integral component of the culture of the school. Families, schools, programs, neighborhoods, communities, and virtual spaces where our children and youth live and learn have tremendous potential to address the challenges that young people face while also nurturing in them key character strengths that are foundational for success in life. Therefore we must be intentional and purposeful about how we weave these components into a system of support for all students.


FOOTNOTES

27     Coleman, J. (1966). Equality of educational opportunity. Washington, DC: Department of Health, Education, and Welfare; Jeynes, W. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47(4), 706-742.
28     Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Second Edition. Boulder, CO: Westview Press.


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