Exploring Family Engagement Across Stakeholders in a State Initiative to Improve Early Literacy

• In Event: Using Family-School-Community Partnerships to Enhance Early Literacy and Biliteracy

Abstract

Research has shown that parent involvement in a child’s education is positively related to academic success, and includes benefits such as students experiencing higher grades and test scores, and improved social skills (National Education Association, 2017). Understanding what specific strategies schools employ to improve family engagement is imperative in order for more schools to have successful interactions with families. Using an explanatory sequential mixed methods design data has been collected as part of a multi-site evaluation of a state’s efforts to improve early literacy among students with disabilities. Preliminary results reveal differences between schools, and between stakeholder’s views. Additional information will be collected through the use of site visits in order to better understand these differences.

Authors

• Lauren Elaine McMillin, University of South Carolina - Columbia

• Artie Maharaj, University of South Carolina

• Ashlee A. Lewis, University of South Carolina

• Dawn Coleman, University of South Carolina - Columbia

• Bryanna Nelson, University of South Carolina - Columbia

• Tammiee S. Dickenson, University of South Carolina - Columbia