Influence of CRIOP (Culturally Responsive Instruction Observation Protocol) Family Indicators on the Math Achievement of English Language Learner (ELL) Students

• In Event: Drawing On Histories For the Futures of Culturally Responsive Teaching

Abstract

This study examines how culturally responsive family engagement influences the math achievement of English Language Learner (ELL) students. Drawing on the CRIOP framework, four Family Collaboration indicators were analyzed using quantile regression with a sample of 18 teachers and 117 ELL students. Spring MAP math scores served as the outcome variable, with fall scores as a covariate. Two indicators—building genuine partnerships and drawing on families’ cultural knowledge—significantly predicted higher math achievement, particularly at upper quantiles. Other indicators showed mixed or negative effects. Results underscore the non-uniform impact of culturally responsive practices and the importance of context-sensitive engagement. Implications address teacher preparation, equity in instructional design, and the refinement of observational tools like CRIOP for measuring classroom-based family engagement.

Authors

• Jaylene Patterson, University of Kentucky

• Olukemi Olubunmi Kolawole, University of Kentucky

• Shannon O. Sampson, University of Kentucky