This brief report summarizes some of the family engagement services provided by Austin Independent School District's parent support specialists to families during the 2020 calendar year. There is a separately published report that summarizes services during the 2019-2020 school year.

Few would quarrel with the goal of increasing parents' and families' engagement in education in the name of school improvement. But there is far less consensus on what that engagement should look like--and on how educators and policymakers should be promoting it. Those questions are evident in the federal No Child Left Behind (NCLB) Act, which…

AISD parent support specialists (PSSs) at 64 schools in 2012-2013 reported the number of familyinvolvement events that occurred at their school during the school year and the number of familymembers who attended. This report summarizes these results at the district level.

Before and after the interventions of summer classes for parents and an interactive homework program, parents of children in an inner-city southeastern U.S. elementary school were interviewed and teachers surveyed to determine home and school factors that impacted parental involvement in their children's education. Beliefs about roles and…

It is apparent that the family, and the parents in particular, are powerful influences on the child's learning, even before the child reaches school. The home is the place where children learn first, and the extent to which they learn later in life is determined greatly by what goes on at home. The Affective Education Program, a Title I funded…

This booklet describes the goals and organization of many early childhood Title I (ECT-I) parent programs and suggests evaluation methods. The information is intended for program planners, evaluation personnel, and teachers. Only activities that involve parents in the education of their child so as to improve his academic competence are discussed.…

Forty parents volunteered to take part in a study of an education program for parents of Title I primary school students. Specifically, the study sought to determine if the program could improve the parents' attitudes toward their children, themselves, and the local school. The parents were equally divided into an experimental and a control group.…

This second volume of a seven-volume study summarizes findings from each of the four programs examined--Titles I and VII of the Elementary Secondary Education Act, the Emergency School Aid Act, and Follow Through. Field researchers collected data for this report during the spring of 1980. They lived in the communities studied, 57 in all, and spent…

This sixth volume in a series of seven is part of a larger study of parental involvement in four federal programs in selected school districts across the country. Presented here are the results of an intensive examination of projects funded under Title I of the Elementary and Secondary Education Act. Site studies of Title I projects yielded data…

The programs in District 15 funded under Title I of the 1965 Elementary Secondary Education Act offered a wide variety of educational programs targeted for the educationally deprived child. The major common thread running through all Title I Programs was the emphasis upon improvement of basic academic skills. Primary focus of all programs was…

Several evaluations reports of Title I programs and activities conducted in Wichita, Kansas, elementary schools during 1980-81 are presented in this document. Compensatory education activities described include corrective reading programs, elementary mathematics programs, institutional programs for neglected and delinquent children,…

The purpose of this curriculum is to increase the skills and self confidence of 20 to 30 parents who reside in "economically disadvantaged" school districts to the extent that they will become more active in seeking improvements in the 1965 Elementary Secondary Education Act Title I and other compensatory education programs in their…

This technical summary of the second phase of a four-phase study of Early Childhood Title I (ECT-I) programs, describes and analyzes the nature of early childhood programs currently supported under Title I. The summary is based primarily on information gained from field visits to 10 State Education Agencies (SEAs) and 29 Local Education Agencies…

This report, the second phase of a three-phase study designed to examine the feasibility of developing evaluation models for Early Childhood Title I (ECT I) programs, describes and analyzes early childhood programs currently supported under Title I. The report is based primarily on information gained from field visits to 10 state education…

During the 1965-76 school year, ESEA Title I programs in Wichita, Kansas were conducted in 20 Title I target elementary schools and 52 extended service elementary schools. Programs included corrective reading, mathematics, and preschool components. There were also small but important programs for children in the neglected and delinquent…