Literature Review March 7, 2014 Vincent M Miller

Doctoral Program in Educational Leadership and Administration

EDU 708 Literature Review/ Critique Professor: Korynne Taylor-Dunlop, Ed.D Ross College of Education Lynn University

Epsteins Frameworks Of Six Types Of School, Family and Community Partnerships identifies six types of school, family and community partnership. These partnerships are: a) Parenting b) Communicating c) Learning at home, d) Decision Making and Advocacy e) Volunteering and f) Collaborating with the community (Epstein, 2002). According to Anthony Bryk Preparing and Supporting Diverse, Culturally Competent Leaders there are five themes to prepare educational leaders for success in education these themes are: a) Educational leaders cannot be fully effective if there is no culturally competent, b) Culturally competent leaders must understand their own biases as well as pattern of discrimination, c) leaders must be able to create and collaborate frameworks and structures can be useful, and d) Leaders must understand state and local policies need to build a sense of urgency about preparing culturally competent leaders. For the purpose of this reading the authors have decided to focus on Epsteins framework of Collaborating with Community and Anthony Bryks third theme, Much of what culturally competent leaders must know and be able to do is learned in relationships with families and communities (Leaders,2005)

Epstein, Joyce. (2002). Epsteins six types of involvement: A reference from Your Handbook for Action

Epstein Collaborating with Community is, Identifying and integrating resources and service from the community to strengthen school programs, family practices, and students learning and development (Epstein, 2002). According to Anthony Bryks, Culturally competent leaders must know and be able to do what is learned in relationships with families and communities (Leaders, 2005). Both Epstein and Bryk find that it is important for school leaders to know how to engage families and community partners in collaborative efforts. Successful school-parent-community partnerships are not stand-alone. These projects are integrated with the

schools overall mission and goals. Research shows that parent and school-partnerships a) improve schools, b) strengthen families, c) build community support, and d) increase student achievement and success.

In Epsteins Collaborating with Community there are samples practices that can assist with collaborating with community. These practices are a) information for students and families on community health, cultural, recreational, social support, and other programs or service, b) information on community activities that link to learning skills and talents, including summer programs for students, c) service integration through partnerships involving school; civic, counseling, cultural, health, recreation, and other agencies and organizations; and businesses, d) service to the community by students, families, and schools, and e) participation of alumni in school programs for students (Epstein, 2002). The research is clear and consistent. It takes a village to raise a child. The whole community has an essential part to play in the growth and development of students.

The National Education Associations (NEA) finds that parent, family, and community involvement in education correlates with higher academic performance and school improvement. Paul Barton, 2003 cites that parent and family community involvement as the key to addressing the school dropout crisis and finds that strong school and community partnership fosters higher educational aspiration and more motivated students (Barton, 2003). Jeynes W.H in her article provides additional information on her overview of parental involvement on minority childrens academic achievement finds that Bartons evidence hold true for students at both the elementary and secondary level. Jeynes, 2003 states that regardless of the parents a) education, b) family income, or c) background parent involvement affects a minority of students achievement across all races (Jayne, 2003).

What are the states doing to help involvement? Zinth, 2005 article on parental involvement in education stated that data compiled found that 17 states have directed all districts to implement parental involvement polices. Some state policies echo the provision of section 1118 of the Elementary and Secondary Education Act (ESEA) that direct schools and districts receiving Title I funds to use a portion of those funds to involve parents, educators, and the community in the shared responsibility of improving their students academic achievement. The NEA states that education reform efforts that are solely on classrooms and school are leaving out critical factors for long-term success. What happen before and after school is a big part of what happen during school.

What hinders involvement? Espstein, 2012 states there are always challenges with collaborating with the community. These challenges are found when dealing with funds, staff and collaborative activities for schools. These challenges can also be informing families of community programs for students, mentoring, tutoring, business partnerships and assuring equity of opportunities for students and families to participate in community programs or to obtain services. According to the reading it is very hard to match community contributions with school goals, integrate child, and family services with education. Parents see lots of roadblocks in getting involved in their childs education. A number of parents state their own demanding schedules is the issues and say they dont have extra time to volunteer or even attend school activities. Others reveal how uncomfortable they feel when trying to communicate with school officials, whether thats due to language or cultural differences or their own past experiences with school. Some say they lack the know-how and resources to help their child, or they express frustration with school bureaucracies or policies they find impossible to understand or change (Epstein, 2002). The National Education Association states that some parents complain that they rarely hear from the school unless there is a problem with their childs behavior. The NEA criticizes the school personnel for not understanding the plight of single parents, grandparent, foster

parents or other caregivers.

Anthony Bryns third theme, Much of what culturally competent leaders must know states it is important for school leaders to know how to engage families and community. Culturally competent leaders do not use cultural difference as an excuse for poor students achievement but these leaders create an environment in which all stakeholders can address cultural issues. The reading states, Leaders provide the resources including time and skilled facilitation necessary to engage school communities (Leaders, 2005). These are all ongoing conversations about how to change schools from what they are, to what they could be. According to the reading, If leaders are to acquire the knowledge, skills, and attributes that constitute cultural competence, they need to experience more than drive-by consultations or food-group (Bryk, 2012). Training is needed for major differences among cultural and ethnic groups for real understanding of the group. Conclusion Emphasis must be place on the roles of the parents, families, and communities to help close the achievement gap. The NEA has long advocated for policies to assist and encourage involvement. While a number of school have made great strides to involve parents there is still a lot of work to be done. The research is clear and consistent parent and community involvement in education correlates with higher academic performance and school improvement.

References Barton, Paul E. 2003. Parsing the Achievement Gap:Baselines n for Tracking Progress. Princeton, NJ: Policy Information Report, Educational Testing Service Jeynes, W.H. 2003. A meta-analysis: The effects of parental involvement on minority childrens academic achievement. Education & Urban Society 35(2): 202-218. Epstein, J. L. and K. Salinas.1992. School and Family Partnerships Encyclopedia of Education Research, 6th edition, New York: Macmillan Epstein, Joyce. (2005). Epsteins six types of involvement: A reference from Your Handbook for Action Epstein, Joyce. (2002). Epsteins six types of involvement: A reference from Your Handbook for Action