Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools.
This playbook on family-school collaboration makes the case for why family engagement is essential for education systems transformation and why families and schools must have a shared understanding of what a proficient quality education looks similar. By providing evidence-based strategies from around the world and other hands-on tools that schoolhouse leaders and partners can prefer and utilise in their local contexts, information technology aims to assistance leapfrog education inequality so that all young people tin take a 21st-century didactics.
Overview
The COVID-19 pandemic has put the topic of families and schools working together to brainwash children at the middle of virtually every country's education debate. Teachers around the world written report developing creative means of engaging with parents to help their students acquire at home, including strategies they would like to continue even after pandemic is over (Teach for All, 2020; Teach for Pakistan, 2020). In turn, parents—whom nosotros define equally any family unit members or guardians who are the primary caregivers (see Box one for of import terms defined)—accept responded to these new remote-learning experiences and new forms of communication. Their increased expectations of deeper appointment with schools are reflected in representative surveys of parents beyond Colombia, Mexico, Peru, and the U.s.a.—all pointing to this rising need from families for new approaches to working with schools (Learning Heroes, 2020; Molina et al., 2020).
Many leaders of schools and school systems across the earth had an "aha" moment when, afterward pivoting to new outreach and communication mechanisms, they saw major jumps in the level of engagement of families, especially amongst those who had been previously deemed hard to achieve. From Argentine republic to India to the United states of america, leaders realized that hard-to-achieve families were not opposed to engaging with schools; it was just that the schools' approaches to date were getting in the way. For example, when the government of Himachal Pradesh, a state of nearly 7 million people in India, pivoted from asking parents to come to schools for meetings to finding multiple ways for schools to come to parents—through text letters, WhatsApp groups, and Facebook posts—date levels jumped from 20 pct to lxxx percent in two months (Brookings Institution, 2021).
I felt similar I knew more during the school closures what my kid had been learning than the entire three and a half other years she's been in school.
Parent, United States
The 4 goals
This new focus on means to connect families with schools presents an opportunity to markedly shift broader approaches, and the overall vision, for long-term collaboration. This playbook shows that family-school date—namely the collaboration between the multiple actors, from parents and community members to teachers and school leaders—has an important role to play in improving and transforming education systems to attain iv master goals (Effigy 1):
Figure 1
Box i Playbook terms defined
- Parent and family: In this playbook, "parent" is autograph for any family member, caregiver, or guardian who cares for children and youth. We rely well-nigh heavily on the term "family" to capture the varied contexts in which children live and are cared for, including extended family members—from grandparents to aunts, uncles, or cousins—who play leading roles in caregiving. The playbook uses the terms "parent" and "family" interchangeably.
- Instructor: The playbook uses "teacher" instead of "educator" to distinguish between the teaching professional (whose vocation is to instruct and guide children in school) and parents (who are their kid'southward commencement educators, helping them develop and learn from birth on).
- Involvement versus engagement: We find Ferlazzo'southward distinction between family "interest" and "engagement" helpful and employ the terms accordingly. "A schoolhouse striving for family interest often leads with its mouth—identifying projects, needs, and goals and and then telling parents how they can contribute." In contrast, "a school striving for parent engagement leads with its ears—listening to what parents think, dream, and worry most. The goal of family engagement is non to serve clients but to proceeds partners" (Ferlazzo, 2011, p. 12).
- Family-schoolhouse date: This playbook uses the term "family-school engagement" instead of the more common "family engagement" non only to express the dual nature of the engagement but also to highlight the fact that either side tin, and does, initiate the engagement process.
- Alignment and the alignment gap: When families and schools share the same vision of the purpose of schoolhouse, they are aligned in their behavior and values, and this coherence is a powerful commuter of teaching organisation transformation. An "alignment gap" exists when families and schools either do not share or perceive that they do not share the same views on the purpose of school and therefore what makes for a quality teaching for their children and communities.
- Schools and didactics systems: "Schoolhouse" denotes children's structured process of didactics and learning regardless of location (whether a schoolhouse building, outdoors, a library, a museum, or home). "Educational activity systems" comprise schools but also frequently include a range of actors in the community (such every bit parks, employers, or nonprofit programs) that can piece of work with schools to provide an ecosystem of learning opportunities. Education systems can have different levels of jurisdiction (district, country, or national) that denote their limits of authority. Although governments in every state comport the responsibility for ensuring that all children, peculiarly from marginalized communities, can access a quality educational activity, this playbook also refers to nongovernmental schoolhouse networks (for example, a private schoolhouse chain or a nonprofit network) equally jurisdictions.
- Organisation comeback: Certain efforts maximize how a system delivers education against the existing vision and fix of outcomes. They aim to achieve the first 2 goals defined in this playbook: (a) improve student omnipresence and completion, and (b) amend student learning and development.
- System transformation: Other efforts broaden engagement to redefine the purpose of an education system, hence shifting the beliefs and mindsets that guide information technology along with the operations that deliver on that vision. They aim to achieve the second two goals defined in this playbook: (a) redefine the purpose of school for students, and (b) redefine the purpose of schoolhouse for society.
Improving education systems
Robust evidence shows that family-schoolhouse engagement can significantly improve how systems serve their students, especially those who have been poorly served. Studies that primarily assess schoolhouse improvement take looked at students' educational outcomes as measured by attendance; completion; and achievement on literacy, numeracy, and other regularly assessed competencies. We classify these efforts equally system "improvement" because they improve how the system delivers education against an established prepare of outcomes rather than shifting the overall vision of the system'southward purpose. Several such studies find that family-schoolhouse appointment, when implemented effectively, non simply boosts pupil outcomes just likewise tin be a highly toll-effective investment.
Our students come from very challenging backgrounds, and then nosotros cannot focus only on academics. I experience information technology is necessary for teachers to spend some time bonding with students. Information technology is very important for me to bond with their families equally the difficulties faced by the families are likewise related to my child's background. Every bit a teacher, I feel having this complete triangle connected to each other is very of import.
Teacher, Bharat
Schools with strong family engagement are ten times more than likely to improve student learning outcomes. In one longitudinal study beyond 200 public simple schools in Chicago (Bryk, 2010), researchers identified five cardinal supports that together determined whether schools could substantially improve students' reading and math scores: school leadership, family unit and community date, educational activity personnel capacity, school learning climate, and instructional guidance. Crucially, schools improved most when all five supports were nowadays. A sustained weakness in even one of these elements led schools to stagnate, showing footling improvement.
The important role family-school engagement plays in improving students' accomplishment is too broadly supported by other research, including a meta-analysis of 52 studies that plant that engaging parents in their children's schooling leads to improved grades for students in their classes and on standardized tests (Jeynes, 2007).
Communicating with families tin be one of the most highly toll-effective approaches. Robust family unit engagement, as a core pillar of improving schools, certainly requires investment to shift mindsets and behaviors, but one particular component of this effort—straight communication with families—is a highly price-effective way of improving educatee omnipresence and learning outcomes. A global report comparing evaluations of different types of education interventions (such as teacher training, materials provision, scholarships) beyond 46 low- and middle-income countries plant sharing information about education to exist at the meridian of the listing in terms of cost-effectiveness (Angrist et al., 2020). The study showed that a particular arroyo to communicating data is what improves student outcomes at scale, namely context-specific information about the benefits, costs, and quality of local schooling from a messenger that families and students trust. For instance, data that aid families and their children to better assess the specific benefits of staying and doing well in school (similar college earnings and improve wellness) as well as to ameliorate identify resources that could help students participate in higher instruction and understand the quality of schooling options available to them. In fact, targeted information campaigns about the benefits of education for students tin evangelize the equivalent of three additional years of high-quality education for a low per student cost.
The Global Educational activity Evidence Informational Panel identified communicating with families in this manner, including through videos or parents' meetings at school, as a "nifty purchase" for education systems. For a small-scale investment, it can significantly amend pupil outcomes on important dimensions such every bit years of schooling and acquisition of literacy and numeracy skills across a large number of communities (Global Educational activity Evidence Informational Panel, 2020).
Transforming educational activity systems
The increased attention to family-schoolhouse date besides provides an opportunity for a broader contend and dialogue on the overall purpose of school. Families not only have increased expectations for ongoing date but also, in many contexts, have had front-row seats within the schooling process during the COVID-19 pandemic and have opinions on what a quality education should await like for their children.
These discussions on the purpose of school would, of course, include an examination of strategies to ensure that students are attending school and learning well there. Merely they would also allow parents and families and teachers and schools to take a step back and enquire each other, "What are schools for? What role should they play in lodge? And what types of competencies and skills should schools help our children develop?"
No establishment or ane actor can reinvent the education organisation by themselves. So you need to spend the time to develop an answer to the question: What is it that we want for our children in this community? Only once we concord on where we're trying to become, can we then work in coordination and know what our respective roles are. Developing this shared vision is what good leaders practice.
District superintendent, United States
We refer to this broader date on the guiding vision of education every bit system "transformation" work because it does not take the electric current didactics organization outcomes as a given. Although the family engagement literature offers simply a limited focus on engaging families with this goal in listen, the system transformation field offers substantial insight on the important role family-schoolhouse date plays in this process—and what it takes to attain this date.
Redefining the purpose of didactics—1 of the most powerful levers for sustainably transforming systems—requires participation by the whole community. Systems of any kind—education, health, or justice—are made up of many elements, from the physical and visible (like people and resource) to the abstruse and invisible (like group priorities and culture). Scholars of arrangement dynamics point to changing "deep structures," which include the invisible elements of a system like values and beliefs, as one of the most effective ways to transform what systems do (Gersick, 1991; Heracleous & Barrett, 2001). They argue that often, when leaders seek to change the concrete or visible elements of a arrangement without irresolute the deep structures of beliefs and values that guide that organization, the results amount to tinkering effectually the edges. Conversely, a shift in the beliefs and values that guide a system drives changes beyond the visible and invisible elements alike (Meadows, 2008; Munro et al., 2002).
In this way, adjustment effectually a shared vision of the purpose of school is a powerful way for schools and families to shape the deep structures guiding how schools operate. For example, in communities where families or teachers or students have dissimilar beliefs about what school is for and hence what they should do, schools are likely to struggle, being pulled in multiple directions or experiencing considerable headwinds to any changes that are made. In dissimilarity, communities with a well-aligned vision of the purpose of schoolhouse can move forwards constructively, with families, teachers, students, and others all playing their respective roles in helping to advance this vision. This type of family-school engagement has the added benefit of helping sustain a vision of quality schooling across multiple political cycles. An Achilles' heel of educational activity system change is the short tenure of leaders. In Latin America, for instance, almost teaching ministers are only in office for an average of ii to iii years, which frequently means a revolving door of priorities guiding the system (Fiszbein & Saccucci, 2016).
Deep dialogue with families and schools is needed to unlock systemwide transformational processes. Ane study examined the greatest barriers to and enablers of systemwide modify, tracking reform journeys beyond three countries: Canada, Finland, and Portugal (Barton, 2021). In all three cases, the principal bulwark was a misalignment between members of the community—from education leaders to teachers to families—on their beliefs and values most schoolhouse. They lacked a shared sense of "this is what school is about." In all three countries, a procedure of deep and respectful dialogue, whereby families and schools along with others had equal places at the table, was crucial for unlocking the organisation transformation process. The written report concludes that collectively defining and aligning the purpose of education, and the values that drive it, are among the essential enablers of systemwide transformation. This study reaffirms prior findings from U.S.-based research: didactics reforms are just successful when, among other things, they are consistent with stakeholders' values, in other words when they are aligned to students, parents, and teachers' behavior about didactics (Cohen and Mehta, 2017).
A changing world
The COVID-19 pandemic has not been the outset and will not be the last external force driving a demand to modify education systems. Strategies for families and communities to work together beyond all four goals of system comeback or transformation are needed now, peculiarly to address the growing inequality that has emerged from the pandemic. But they volition besides be needed in the future to navigate the skills needed for a chop-chop changing world.
There is a growing consensus among education experts and learning scientists that education systems must focus more than heavily on ensuring that students develop a wide range of competencies—from robust academic knowledge, to "learning how to learn," to collaborative problem solving. Many likewise agree that to develop this breadth of skills and deliver a holistic instruction, teaching and learning experiences must shift to include more experiential, playful, real-world application of academic learning (Winthrop et al., 2018). The forces that are already pushing education systems in this management are set to accelerate over the coming decades. They include the advent of new technologies, the disruption of the earth of work through automation of routine manual and cognitive skills, and the seriousness of circuitous social and environmental crises.
Although we subscribe to the argument that the fast pace of alter requires pedagogy systems to ameliorate and transform toward a more holistic vision of education and accept written extensively on this before, we recognize that when information technology comes to family unit-school engagement, prescribing a vision undercuts the very ability of the engagement procedure. For example, the deep dialogue needed to redefine the purpose of schools can only occur if parents and families and teachers and schools take an equal voice, whereby each brings their respective expertise to the tabular array, and there is a level of trust that allows for the cocreation of a shared vision. We also realize that every context is different and together families, instruction professionals, students, and other stakeholders should exist the ones to decide what a quality pedagogy looks like for them given their civilization, history, aspirations, and customs realities.
This is why this playbook focuses on offering ways of understanding the full landscape of family-school date strategies so that communities may learn from each other but ultimately with the goal of adapting and making strategies relevant in their own contexts. It is also why, to complement this mural of strategies, nosotros have provided an in-depth await at one of the system transformation goals: "redefine the purpose of school for students." Current family unit-school engagement work has focused much less energy and attending on transforming education systems than on improving them, and deepening the field's understanding of how to approach this goal is 1 manner of addressing this gap.
Playbook contributions
This playbook includes six chief components:
- Overview: Nosotros describe the four goals for family-schoolhouse appointment (ii goals for improving how systems serve students and two goals for transforming how systems are envisioned). The department provides context for family-school date in lite of the COVID-19 pandemic and explains who should utilize the playbook.
- Development: This section discusses the evolving nature of family unit-schoolhouse engagement. Historically, schools were never designed to appoint families in the education of their children and we discuss the three main barriers facing family-schoolhouse engagement today. We highlight the evolving story of good do in family unit-school appointment from episodic involvement to continuous engagement.
- Strategy landscape: This section provides an overview of the good practice strategies that stakeholders tin can utilise to amend family-school engagement. It is a typology, or "map," for understanding the breadth of family-school engagement approaches for achieving each of the four goals and highlights findings from our review of over 500 strategies.
- Strategy Finder: This interactive database features more than 60 strategies from around the world that bring the strategy landscape to life.
- Aligning beliefs: This section provides an in-depth look at the third goal of family-school engagement: redefine the purpose of schoolhouse for students. It provides a framework for agreement how family-school engagement can back up system transformation and our insights from surveying close to 25,000 parents and more than 6,000 teachers virtually their educational activity beliefs. We conducted these surveys together with our Family Appointment in Education Network (FEEN) beyond 10 countries and one global private school concatenation.
- Conversation Starter tools: This section continues the in-depth look at redefining the purpose of schoolhouse for students by sharing our "Conversation Starter" tools. These tools will help anyone brainstorm exploring how to help families and schools reach a shared understanding of what a good-quality didactics looks like.
Whom is this playbook for?
This playbook is for anyone interested in helping families and schools work meliorate together to improve or transform how education is delivered or what goals it achieves. Given the power held past education arrangement leaders and schoolhouse heads, this playbook is particularly focused on supporting them in agreement the why, what, and how of working jointly with families to improve or transform schools (as further described in Box 2, "Who should use this playbook?").
How was the playbook adult?
The playbook incorporates input from dozens of organizations and thousands of individuals effectually the world as well as extensive strategy analysis and inquiry, as follows:
Box two Who should use this playbook?
Nosotros hope this playbook is peculiarly useful for school system leaders, teacher organizations, civil society partners, and funders. We besides hope the many parent organizations around the world, whose work nosotros elevator up and highlight, will notice this playbook helpful to their ongoing piece of work. The list beneath is certainly not exhaustive, and if you discover yourself outside of one of these groups, we encourage y'all to read on.
Education conclusion makers
- Jurisdiction leaders and administrators. At the broader systems level, the playbook can be peculiarly relevant for jurisdiction leaders and administrators at the district, state, and national levels, including jurisdiction-level governing boards, private sector schoolhouse networks, and education leaders with oversight of key functions such as strategic planning, teacher training, and community appointment.
- School leaders and leadership teams. At the schoolhouse level, the playbook is designed for school leaders, principals, and their executive leadership teams, including staff with responsibilities over community appointment and student success, as well as whatever related school-level governing boards.
- Leadership preparation programs. In addition, the playbook can as well exist useful for trainers of school leaders, such as universities. Nosotros hope the playbook can inspire content for curricula effectually family appointment and systems transformation.
Teacher leaders
- Instructor networks. Teacher unions, networks, and organizations volition besides detect this playbook useful, peculiarly in their piece of work on strategy, policy, and advocacy. Although the playbook is non designed for individual teachers, much of its content addresses topics that teachers regularly talk over and that figure in their concerns.
- Teacher training programs. In addition, the playbook can likewise be useful for trainers of teachers, such equally universities. We promise it can inspire content for curricula around family date and systems transformation.
School partners
- School partners. In addition to systems-level administrators and schoolhouse-level leaders, the playbook is useful for the many partners of schools. This includes NGOs, including those that support delivery of education to children; individual sector organizations, such as for-profit education companies; and funders, including bilateral and multilateral agencies and philanthropic foundations.
- Parent organizations. We also designed the playbook for parent organizations—groups of parents that have organized themselves to provide input into schoolhouse and community-level bug, such as curricula, school infrastructure, and public safety. These groups are well placed to advocate for strong family-school relationships, and nosotros promise the playbook will inspire learning from the other parent organizations featured in the Strategy Finder.
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Acknowledgments
This playbook was co-authored past Rebecca Winthrop, Adam Barton, Mahsa Ershadi, and Lauren Ziegler from the Center for Universal Educational activity (CUE) at Brookings. Rebecca Winthrop is the principal investigator, and the other co-authors are listed alphabetically given their equal contribution to the work.
The examples in the Strategy Finder were co-authored past Rebecca Winthrop, Adam Barton, Rachel Clayton, Steve Hahn, Maxwell Lieblich, Sophie Partington, and Lauren Ziegler.
This playbook was adult over a ii-year period, with input from a number of collaborators, whose help was invaluable.
Commencement and foremost, CUE would like to acknowledge the numerous inputs from the members of its Family Engagement in Didactics Network (FEEN), a group of educational activity decisionmakers representing public teaching jurisdictions, individual schoolhouse networks, and nonprofit, parent, and funder organizations from countries effectually the world. FEEN members have shown their commitment to edifice always stronger family-school partnerships, even during what take been the most challenging school years in contempo memory. Members took time out of their schedules to attend regular virtual meetings, help co-create the vision guiding the projection (including selecting the proper name of the network), review and adapt survey drafts, and connect the states to their communities so we could conduct surveys and focus groups with parents and teacher across their jurisdictions. They provided documentation of family unit engagement strategies within their organizations, made time for follow-upwardly interviews with CUE, and provided thoughtful input into early drafts of the playbook. CUE is forever grateful for the commitment, comradery, and wisdom of the network members, whose contributions have helped ensure the playbook reflects the lived experiences from numerous contexts around the world. We are also deeply indebted to the thousands of parents and teachers who across each FEEN jurisdiction took the time away from their busy lives talk to united states and answer our surveys.
FEEN has grown since its inception and currently represents 49 organizations from 12 countries and one global individual school chain with schools in 29 countries. The members are:
Aliquippa School Commune, Pennsylvania, U.Due south.
Allegheny Intermediate Unit of measurement, Pennsylvania, U.South.
Clan of Independent Schools of Due south Commonwealth of australia
Avonworth School District, Pennsylvania, U.S.
Brentwood Borough School District, Pennsylvania, U.S.
Buenos Aires Ministry of Instruction, Argentina
Butler School District, Pennsylvania, U.Due south.
Cajon Valley Union School District, California, U.S.
Chartiers Valley Schoolhouse District, Pennsylvania, U.Southward.
Doncaster Council, UK
Duquesne School District, Pennsylvania, U.Due south.
Fort Cherry Schoolhouse District, Pennsylvania, U.S.
Ghana Pedagogy Service, Republic of ghana
Hampton Township School Commune, Pennsylvania, U.South.
Himachal Pradesh Department of Education, India
Hopewell School Commune, Pennsylvania, U.S.
Inter-American Development Bank
Itau Social Foundation, Brazil
Keystone Oaks School District, Pennsylvania, U.S.
Khed Taluka District, Maharashtra, India
Leadership for Disinterestedness, Maharashtra, India
LeapEd Services, Malaysia
Learning Creates Australia
Lively Minds, Ghana
Metropolitan School District of Wayne Township, Indiana, U.South.
Michael & Susan Dell Foundation, Bharat
Ministry building of Education, Colombia
Nashik District, Maharashtra, India
Networks of Research and Indigenous Education, Canada
New Brighton Schoolhouse District, Pennsylvania, U.S.
New Castle School Commune, Pennsylvania, U.S.
Nord Anglia Educational activity
Northgate School District, Pennsylvania, U.South.
Parentkind, UK
Pune Municipal Corporation, Maharashtra, Bharat
RedPaPaz, Colombia
Correct to Play, Republic of ghana
Samagra, Himachal Pradesh, India
School District viii Kootenay Lake, British Columbia, Canada
School Commune 23 Central Okanagan, British Columbia, Canada
Schoolhouse District 37 Delta, British Columbia, Canada
School District 38 Richmond, British Columbia, Canada
School District 39 Vancouver, British Columbia, Canada
Schoolhouse District 48 Bounding main to Heaven, British Columbia, Canada
Due south Fayette Schoolhouse Commune, Pennsylvania, U.S.
The Grable Foundation, U.Due south.
Transformative Educational Leadership Program, Canada
Western Beaver School District, Pennsylvania, U.S.
Western Cape Department of Instruction, South Africa
Young 1ove, Botswana
We are also deeply grateful to our colleagues who reviewed our playbook offering incisive and important feedback, suggestions, and critiques. Our final draft is measurably improved thanks to all of them taking time, often during weekends and holidays, to provide us with their feedback. Thank you to:
John Bangs, Madhukar Banuri, Alex Bristles, Eyal Bergman, Jean-Marc Bernard, Sanaya Bharucha, Margaret Caspe, Yu-Ling Cheng, Jane Gaskell, Crystal Green, Judy Halbert, Kathy Hirsh-Pasek, Linda Kaser, Linda Krynski, Karen Mapp, Brad Olsen, Carolina Piñeros, Tom Ralston, Keri Rodrigues, Urvashi Sahni, Eszter Salamon, Michael Serban, and Heather Weiss.
In addition to the FEEN and peer reviewers, CUE conducted consultations and interviews with a number of stakeholders who provided thorough and thoughtful input over the years into the development of the research, the playbook, and the examples featured in the Strategy Finder. Nosotros are peculiarly grateful to:
Akwasi Addae-Boahene, Yaw Osei Adutwum, Carla Aerts, Kike Agunbiade, Carolyne Albert-Garvey, Manos Antoninis, Anna Arsenault, Orazio Attanasio, Patrick Awuah Jr., Chandrika Bahadur, Rukmini Banerji, Peter Barendse, Alex Beard, Amanda Beatty, Gregg Behr, Luis Benveniste, Sanaya Bharucha, Elisa Bonilla Rius, Francisco Cabrera-Hernández, Paul Carter, Jane Chadsey, Mahnaz Charania, Su-Hui Chen, Yu-Ling Cheng, Elizabeth Chu, Samantha Cohen, Larry Corio, Richard Culatta, Laura Ann Currie, Tim Daly, Emma Davidson, Susan Doherty, Shani Dowell, Sarah Dryden-Peterson, Cindy Duenas, David Edwards, Annabelle Eliashiv, Joyce 50. Epstein, Jelmer Evers, Beverley Ferguson, Larry Fondation, Kwarteng Frimpong, Nicole Baker Fulgham, Howard Gardner, Elizabeth Germana, Caireen Goddard, Fifty. Michael Gilded, Jim Gray, Crystal Greenish, Betheny Gross, Azeez Gupta, Kaya Henderson, Ed Hidalgo, Paul Hill, Michael B. Horn, Bibb Hubbard, Gowri Ishwaran, Maysa Jalbout, William Jeynes, Jonene Johnson, Riaz Kamlani, Utsav Kheria, Annie Kidder, Jim Knight, Wendy Kopp, Keith Krueger, Sonya Krutikova, Linda Krynski, Asep Kurniawan, Bobbi Kurshan, Robin Lake, Eric Lavin, Lasse Leponiemi, Keith Lewin, Sue Grant Lewis, Rose Luckin, Anthony Mackay, Namya Mahajan, Karen Mapp, Eileen McGivney, Hugh McLean, India Mediratta, David Miyashiro, Alia An Nadhiva, Rakhi Nair, David Nitkin, Essie North, Hekia Parata, David Park, Shuvajit Payne, Chris Petrie, Marco Petruzzi, Vicki Phillips, Christopher Pommerening, Vikas Pota, Andy Puttock, Harry Quilter-Pinner, Bharath Ramaiah, Dominic Randolph, Niken Rarasati, Fernando Reimers, Shinta Revina, Karen Robertson, Richard Rowe, Jaime Saavedra, Suman Sachdeva, Siddhant Sachdeva, Urvashi Sahni, Eszter Salamon, Madalo Samati, Lucia Cristina Cortez de Barros Santos Santos, Dina Wintyas Saputri, Mimi Schaub, Andreas Schleicher, Jon Schnur, Marie Schwartz, Manju Shami, Nasrulla Shariff, Amit Kumar Sharma, Jim Shelton, Mark Sherringham, Manish Sisodia, Sandy Speicher, Michael Staton, Michael Stevenson, Samyukta Subramanian, Sudarno Sumarto, Vishal Sunil, Daniel Suryadarma, Fred Swaniker, Nicola Sykes, Eloise Tan, Sean Thibault, Jean Tower, Mike Town, Florischa Ayu Tresnatri, Jon Valant, Elyse Watkins, Heather Weiss, Karen Wespieser, Jeff Wetzler, Donna Williamson, Sharon Wolf, Michael Yogman, Kelly Young, and Gabriel Sánchez Zinny.
We are also grateful for the many individuals at CUE who helped make the playbook come to life in various means, including: Eric Abalahin, Jeannine Ajello, Jessica Alongi, Nawal Atallah, Sara Coffey, Rachel Clayton, Porter Crumpton, Steve Hahn, Grace Harrington, Justine Hufford, Abigail Kaunda, Maxwell Lieblich, Shavanthi Mendis, Aki Nemoto, Sophie Partington, Katherine Portnoy, and Esther Rosen. In addition, we would similar to acknowledge re-create editing services from Mary Anderson, Jessica Federle, and Donna Polydoros and design services from Marian Licheri, Damian Licheri, Andreina Anzola, and Rogmy Armas.
The Brookings Institution is a nonprofit organization devoted to independent enquiry and policy solutions. Its mission is to conduct high-quality, independent research and, based on that inquiry, to provide innovative, applied recommendations for policymakers and the public. The conclusions and recommendations of any Brookings publication are solely those of its author(s), and do not reflect the views of the Institution, its management, or its other scholars.
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The playbook is a living document that nosotros plan to add to over fourth dimension. If you have questions about the material or would like to see additional topics or information, delight let us know at leapfrogging@brookings.edu.
Nearly the Authors
Source: https://www.brookings.edu/essay/collaborating-to-transform-and-improve-education-systems-a-playbook-for-family-school-engagement/
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