A University of Wisconsin-Madison study has found that the Kids Read Now program decreases or eliminates the reading losses associated with summer break
(TROY, Ohio) Sept. 10, 2019 — According to a new study of the program’s efficacy, Kids Read Now (KRN), a leading supplemental reading program designed to combat summer slide, completely negates summer reading losses for low-income students when fully implemented. Estimated at two months of learning each summer, those losses accumulate over time.
Designed for K–3 students, Kids Read Now allows students to create a list of nine books they want to read over the summer from a vast library of educator-approved titles. In the spring, participating schools host a Family Reading Night to encourage parental involvement. Each student receives three books from their list, with a new book to be delivered to their home throughout the summer each time they report completing a previous title. Each book comes with a set of questions to assist students with comprehension and help parents connect with their child’s reading. Students who complete all nine books receive a certificate of completion, a reward, and a celebration in the fall.
The new study, led by Geoffrey D. Borman, Ph.D., of the University of Wisconsin-Madison, found that “when students and parents take advantage of the full complement of 9 books delivered by KRN, the results are…equivalent to approximately 2.5 months of learning, or nearly 28% of the learning that takes place over a typical school year.”
“Our results indicate that the impact of Kids Read Now can more than eradicate the entire two months of summer learning loss experienced by low-income students,” said Borman.
Other key findings of the report include the following:
- The average impact of KRN among all participating students is equivalent to 1.7 months of learning, or almost 20% of a full school year;
- With full implementation [reporting 9 books read] outcomes showing an impact of 0.18 standard deviations, KRN has “essentially the same” impact as more intensive and expensive school-based programs, which have an average impact of 0.19 standard deviations.
“At a cost of 50 cents per day, which can be fully reimbursable with title funds, KRN is 98% as effective as summer school reading programs,” said Leib Lurie, the CEO of Kids Read Now, “making it an economical and effective supplement to summer learning initiatives that is available to all students, augmenting targeted summer programs where significant RTI is required, and where transportation challenges impact those who cannot attend traditional summer programs.”
To read the full report, visit KidsReadNow.org. To attend a webinar on the results of the study, visit https://www.kidsreadnow.org/study.
About Kids Read Now
Kids Read Now (KRN) is a 501(C)(3) nonprofit organization on a mission to help all students become proficient readers as they enter fourth grade. KRN’s in-home summer reading program was pedagogically designed to prevent summer learning loss, which is responsible for 65% of the learning gap between economically disadvantaged students and their peers. The program has provided more than 800,000 books to 60,000 students in grades K–3 across the United States at no cost to the students or their families. To learn more, visit KidsReadNow.org.
The typical image of a child reading includes a comfortable chair, plenty of light to read by, and a colorful book with a riveting tale. If you are looking for a great story for children, the New York Public Library has a list of 100 classic books for children. Or maybe you want to look at what Time Magazine selected for its top 100 children’s books. There is plenty of overlap between the two lists in terms of books. You cannot discuss the best children’s books without having Where the Wild Things Are or something by Dr. Seuss on the list. There is another factor both lists have in common.
There are very few nonfiction books on either list.
Amazing nonfiction books are available for children of all ages. However, most of them are not making it into the hands of students. According to a study performed in 2000, in the first grade only one of ten books on average is nonfiction. Those books were not removed from the shelf often; children were reading them for 3.3 minutes a day in high-income school districts. In low-income districts, that number dropped to 1.9 minutes a day.
Getting children into the habit of reading seems easier with fiction. However, nonfiction stories encourage students to learn different lessons. Most school texts, the ones they will need to succeed, are nonfiction. Preparing them to extract information while they read when they are young improves their ability to do the same with school texts down the road.
One lesson they learn from reading nonfiction is that they do not need to read books in a linear fashion. With the help of the table of contents, they can skip right to the information they need and read from there.
If they do not see it in the table of contents, they can look for information in the index. These are two ways second- and third-grade readers can start to learn how a textbook or other nonfictional tome can be used.
The most obvious benefits of nonfiction reading are the lessons children learn from reading the books! They can learn about Balto, the heroic dog that saved an Alaskan town, or about presidents like Abraham Lincoln, George Washington, and Thomas Jefferson. There may even be some focus on the curious critters we come in contact with in our everyday life! Encouraging children to read about subjects that interest them at a young age lays a strong foundation for learning about those topics in school. And such reading may lead them to find other topics and books that interest them.
As you build your home library, or looking through the library for new reading material, spend some time with nonfiction. It teaches lessons that fiction cannot, like how to search for information, and exposes them to different vocabulary words. Reading nonfiction can lay a foundation of knowledge that will help them as they go through school. It will be just as comfortable in that reading nook that they love while teaching them skills that help through college and beyond.
When your children get their first books in their hands, it is a good bet they are going to end up in their mouths. Exposing infants to books is an important step on their journey to becoming lifelong readers. They become familiar with the books, exploring them by turning pages, looking at the bright pictures and, yes, even biting them.
At each age, there are certain milestones in reading they should be hitting. These include starting by interacting with the book as a physical object to discussing the broader themes and details of the story they just read. Paying attention to their growth as readers keep them on track to hit that third-grade goal of going from learning to read to reading to learn.
Here is a basic outline of what to expect at each age and grade level:
Up to twelve months:
- Learn to communicate through gestures
- Understand over fifty (50) words
- Respond to books when read to
- Enjoy the tactile aspects of books, like turning the pages and holding the books
One to three years:
- Answer basic questions
- Identify images of simple vocabulary words (cow, green, girl, etc.)
- Encourage them to talk and listen during reading time
- Learn vocabulary and language concepts through repetition of their favorite stories
Preschool (three to four years old):
- Name and recognize most of the letters of the alphabet (up to 18 of them)
- Recognize the sounds associated with individual letters
- Understand how print is read (left to right, top to bottom)
- Explore books independently
- Know the difference between pictures and letters
- Imitate reading a book aloud
- Start to recognize logos and other symbols
- Acknowledge their own names in writing, as well as other commonly seen words
- Start to match spoken and written words
- Recognize basic grammar structures
- Read basic words and understand how they work in a sentence
- Write out letters, numbers, and basic words
- Use pictures and other clues to understand basic words they do not know
- Understand basic story structures (who, what, where, when, why, and how) as well as story organization
- Create basic stories on their own
First and Second Grade:
- Take big leaps in reading starting in first grade
- Read their favorite stories for pleasure
- Recognize an increasing number of sight words
- Start to recognize when they make reading errors and can self-correct
- Figure out unfamiliar words using context and images
- A good time to listen to them read and start correcting them as they do
Second and Third Grade:
- Understand how pronunciation and emphasis affects the story
- Use correct punctuation
- Use correct spelling
- Learn new words through story context
- Organize their writing into paragraphs
- Apply new vocabulary and phrases appropriately
- Read more complex books independently
- Recognize deeper themes and engage reading as a learning tool
- Hold discussions about the stories they are reading
One thing to remember about these milestones in reading: all children learn at their speed. These are all basic guidelines as to what can be expected, but by no means carved in stone. Your child may be more advanced in some stages while behind in others. Teachers and parents working together establish the best way to help each student. The most important part is to stay engaged with students’ efforts and keep encouraging them to read!
Much of our current educational system maintains the late 19th- and early 20th-century methods that build it. At that time, students learned the basics, preparing them for urban life which translated into a job in a factory. The industrial model became more efficient by standardization, which then emerged in the schools. Better students became better workers and citizens. This common goal meant that all students were taught the same thing in the same way.
Today we are faced with a new revolution, one where massive amounts of data are becoming the key feature. This flood of data is improving the industry in ways that the people of the early 20th century could not dream. It is leading to the personalization of many sectors, with Netflix and Amazon being two significant examples. Both of these platforms utilize data from the people using them to customize their experiences. Such data collection now affects every aspect of life in the 21st century, including education.
With computers being used more and more frequently in the classroom, it is becoming more feasible to gather data about how students learn best. This data comes from both the programs the students are interacting with and the observations of teachers in the classroom. Many educational management systems, like Google Classroom and Blackboard, allow teachers to see how often students communicate. Other programs adapt to what students are learning, and how fast they are learning the subject matter.
These technologies provide data that educators can use. This data can be recorded, stored, and used by teachers in future classes to develop plans that adapt to student learning needs. Not only can they adapt to the pace, but they can also adapt to topics that students find more engaging. On a larger scale, districts can use this information to see what curriculum is effective, and what is not. This can help them keep what the students are learning more relevant, and therefore keep them more engaged.
On a larger scale, data collection improves when students learn. There is an experiment going on in California right now that pushes the edges of how data can impact student learning. Information gathers via through Fitbits, cameras, and a variety of other tracking mechanisms and uploaded to a cloud. There, engineers access the data, analyze it, and report it back to the school. Should we teach math before or after lunch? How can we address the restlessness in class that happens at 10 AM every day? These are questions they are trying to solve to see if they can create the ultimate in customization of the educational experience.
Gathering information plays a big part in the Kids Read Now program. The data we collect helps districts see who is participating during the summer, what they are reading, and how that reading affects their test scores. What we have provided shows the impact of our program over time on students and on their ability to read.
The amount of data in a classroom is vast. Utilizing data to improve educational outcomes is being explored at the dawn of the 21st century. Much like industry affected the 20th-century class, data and customization are impacting education in the 21st century. Not only will the collection and customization of data improve state and federal educational metrics, these processes also will optimize the learning experiences for students. The information is all there, just waiting for schools to use.
I was ten years old when I found myself gazing with wonder at the brass chandeliers, marble floors, carved woodwork and dozens of stern portraits gazing down on us in the ornate and imposing hearing room in the U.S. Capitol.
It was the 1960s and my mother, Ellen Lurie, was testifying before a joint committee of Congress about her work in Harlem and the South Bronx, where she was bringing to life a learning program that started in a grungy basement with a handful of kids whose parents needed lower cost daycare so they could work. Over the course of five years, the program had grown to serve 5,000 preschool children in dozens of basements and community centers in low-income neighborhoods. The team had added curriculum elements, homemaking advice, clothing drives, food banks and training for caregivers.
The surroundings might have been awe-inspiring, but my mother, who was under enormous pressure to obtain funding for this vital but unproven program, appeared unperturbed as she coolly addressed the members of Congress in her Jackie Kennedy-era finery, with a pert hat, big brooch, and tweed suit. As we left, my uncle, who had driven us down to Washington, asked my mother where she got some of the statistics she had set forth.
“I made ‘em up,” my mother replied defiantly.
My uncle, a lawyer who would soon argue (and win) a flag-burning case before the Supreme Court, was shocked. “But Ellen, you were under oath!”
She turned to him, raised her right hand, and said, “David, I swear to God, we’ve seen the results, and by the time these guys figure it out, we will have the data.”
She must have been persuasive; Congress funded that program as part of a new initiative called Head Start. And yes, over time, the data came through. Early learning matters. Over the past 55 years, Head Start has helped millions of children get a better start to education.
This was where I made lifelong friends from all backgrounds. But it was also where I learned the harsh reality of the rich/poor gap. Too many of my 5th-grade classmates could barely read, rarely spoke in class, and almost never showed any evidence of having done homework assignments. Some of them stayed home on assembly days because only one brother in the family had the mandatory white shirt and tie. Many had already given up and were drifting through school, like the debris we could see from our bus stop, floating down the horribly-polluted Hudson River.
A year later, I was in the Audubon Ballroom in Harlem listening to Malcom X decry racism and urge followers to read and learn. Although he dropped out in 8th grade when a teacher sneered at a Negro’s ambition to be a lawyer, Malcolm later preached, “My alma mater was books, a good library …. I could spend the rest of my life reading, just satisfying my curiosity.” Books and reading were his solution for escaping oppression and poverty. Then three shots rang out, silencing his voice forever. The assassinations of the tumultuous 1960s continued. I was hustled out of the building by my mother, but the images were seared forever.
I left my New York City childhood behind, but years later these memories came flooding back. In 2010, my fast-growing-but-not-yet-profitable company was in trouble. We had hired a few dozen folks for what we could then barely afford. These were hard-working, dedicated people from blue-collar families in our small Ohio town. Most had no more than a high school diploma. And they were struggling as the responsibilities and technical skills required grew exponentially.
We needed more mental horsepower. Unfortunately, college graduates were hard to find in our local labor pool. Fewer than 25 percent of the adults in our county (and generally less than 32 percent nationally) had a post-secondary degree—this in a decade in which 70 percent of all new jobs required one. Counties like ours were heading for the kinds of disastrous economic declines seen in Detroit and other rust-belt cities. Even a donation to enable a nearby college to open a campus in our county couldn’t fix the problem. Our college program paid for dozens of employees to get degrees, earn more, and bring greater value to the enterprise and their community, but we couldn’t get the funding to scale it, or develop local talent fast enough.
Despite the skills shortage, the company grew to become the nation’s largest notification service, serving 40,000 organizations, including over 7,000 schools and school districts. We reached 55 million Americans every week with voice and text messages to protect children, inform parents and engage the community. But finding qualified workers continued to be a problem. In fact, we ended up moving two Ohio offices closer to colleges, where it was easier to hire better-educated people. All of this was an indictment of the rural education outcomes in many parts of Ohio.
These three memories—my mother’s heroic efforts, the hatred of people who felt threatened, and the power of education to develop people who can drive business and community successes—drove me to dig deeper into the problem I saw: a widening achievement gap between rich and poor. I’m a terminally-aggressive problem solver and I believed there had to be a better solution.
With my wife Barb, a long-time elementary school reading and music teacher, I spent three years reviewing the literature and interviewing educators, experts, and parents to determine why poor kids and minorities couldn’t seem to get ahead. We visited a dozen cities and studied their programs and attempts to close the gap. Few were successful except for a handful of expensive programs that barely served a few hundred kids, and were similar to the college program my company funded: none could succeed across the board for a majority of children in a district.
We found that the primary culprit behind the achievement gap was the summer slide, that devastating and cumulative reading loss that many disadvantaged children slip into every summer. Their richer, whiter peers retreat to homes filled with books they can read and re-read all summer long. These wealthier children are more likely to discuss what they see, explore, and read with parents, who themselves read. They view books as portals into fantastic worlds of imagination, science, and history. They learn about different people and places, and they return to school in the fall with their skills intact, if not advanced.
The challenge was simple: Could we extend the benefits of Head Start type programs, which have served tens of millions of pre-school kids over the past five decades, into a viable, affordable, outcomes-driven program that could close the achievement gap by eliminating the summer reading slide? And could we do it for children of all colors, races, and incomes? We knew that if we succeeded, the impact could be staggering. If we could increase the number of college-educated adults, then companies could grow and thrive in our town—and in every American community. More workers would be able to support their families in dignity.
We raised a few million dollars to create Kids Read Now. We tried dozens of changes and different approaches—and kept getting better. More and more of our kids raised their reading scores over the summer. There are no magic bullets, just many small, connected steps that have led to a turnkey, in-home summer program that engages parents, excites children, and works.
Excerpted from Reading for Life, published by Kids Read Now. Copyright © 2017 by each contributing author. All rights reserved. Posted with permission of the publisher. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Educators can be incredibly creative when it comes to learning activities. The ideas that flow from passionate teachers can have some significant impacts on education. The KIPP program is one of those ideas, as is 826 National out of California. The Freedom Writers Foundation is another group that developed from one teacher’s desire to make her students better readers and writers. Other than driven by passionate educators, these programs have one other thing in common – their initial funding came from the teachers themselves.
It may be shocking for some to hear this, but it is not uncommon. In a recent study, it was discovered that over 94% of teachers dip into their own funds for school supplies. Schools have been hit hard in recent years by budget cuts, making it even more difficult for school districts to fund programs to help students. Fortunately other sources exist, offered by government entities and non-profits.
Grants are available to help schools fill the gaps in their budgets, allowing them to maintain existing programs or establish new ones. They are widely available to fund an array of programs, but they are not easy to obtain. As money dries up from state and federal governments, there is more and more competition for grants. With competition being as high as it is, there are a few things you should consider:
- Give yourself time to write the grant: The entity giving the grant requires an application. Every application is different. Ensure you do not miss anything on the form by giving yourself ample time to fill out everything.
- Search at every level: Educational grants are available at the community level, right up to the federal level. Many grants go unclaimed from year to year because no one applies for them. There are grants from businesses and non-profits as well. Doing a deep search on the internet can turn up a variety of resources.
- Know the requirements: The resources distributed by a grant typically are required to be used for a specific goal. Having a plan in place to achieve that goal is just as important as filling out the application properly. Sometimes the grant requires the details of the plan as part of the application.
- State your case: Details matter when you are making your case for funding. The more data you have that can support your case, the better the chances you have at winning the resources you need. Gather as many relevant statistics as you can. One reason Kids Read Now can help so many schools is the data we provide the district. That data includes books read and growth of readers over time.
- Do some homework: There are many resources out there that will help you fill out grants. You can find examples of well-written grants online, take classes in grant writing, or even hire a professional to write a grant for you. All of these avenues are available to help you get the extra money you need for new programs.
Winning grants is something that will take time and energy to achieve. It takes practice to write grants and a certain level of skill to win them know. But they are worth looking into as a way to bring programs to the school that will help your students. They can jumpstart a program that can improve the education of students through the district. Teachers spend a great deal of their own time and money helping students. By bringing more grant money into the school district, these efforts can be amplified into a lasting piece of your educational endeavors.
Homework was not always a staple of a student’s’ life. Until the 1950s, homework felt to be an unnecessary burden on school children. When they left school, it was time for chores on the farm or around the home. It was not until the Cold War, when there was a fear of falling behind the Russians, that a fresh emphasis on homework reignited. We needed to keep our educational edge.
Over the last decade, educators have been examining the wisdom of giving students hours worth of homework every night. A rule developed suggesting ten minutes of homework for every grade the student was in. So a second grader would have twenty minutes of homework, while middle school students would have over an hour of work to do when they got home. This “10-Minute Rule”, while not an exact science, is a rule of thumb that many schools and school districts have adopted.
Homework at a young age can be a critical step in turning your child into a lifelong learner, but homework amounts can cause negative results. Too much homework can be intimidating to a new learner, driving them away from school and learning. Too little and they are not stimulated enough to want to learn outside of school. The National Education Association (NEA) goes by guidelines suggested by Harris Cooper: ten to twenty minutes per night in the first grade, and an additional ten minutes per grade. This research is where the 10-Minute Rule developed.
This rule works in multiple ways. The first way is keeping a definite time for children to explore. Studies show that the further children get in their school careers, the more homework becomes a benefit to them. Before third grade, most children cannot learn outside lessons from their homework. They can do it and understand what they do, but they cannot fully apply it. As students start to read to learn, a love of reading becomes essential. Younger students, however, do most of their learning by playing and exploring the world around them. Small amounts of homework benefit students at this age, as long as it does not interfere with their exploration of the world.
Homework at a younger age puts stress on parents as well. Older students that have developed more critical thinking skills can answer the questions on their own. Younger students do not always have that ability, and may struggle with assignments. This puts some of the onus for educating them on the parents. This can add stress to the parents, especially if they have busy lives.
Younger students’ benefits from homework are much different than older students. The repetition and reinforcement of the lessons they are learning in school are the primary reasons for elementary school students’ homework. Homework for younger students is a way to allow parents to see what they are learning in school. As parents help their young children, they can look at the lessons and can reinforce them at home. The children also are starting to understand the necessity of doing schoolwork at home. This is a valuable lesson as they move through their education.
Though the pendulum of how much homework to give students will always swing, we have discovered that homework is an essential tool for students’ growth. It teaches them more than what it is on the paper. It helps them with discipline, reinforces what they are learning in school, and builds them into better learners.
There are, on average, 180 days in an elementary school year in the United States. Each day is roughly seven hours. That time does not include weekends for students. Months of school and hours of homework are not always enough to cover every topic. Fortunately, there are many more hours in the day that can be utilized for a wide range of lessons. This trend of “expanded learning” has become popular with parents and teachers alike in many school districts.
Expanded learning gives parents the chance to supplement what students are learning in the classroom. It can be more information about subjects they are learning in school, or about topics that they find interesting and want to explore on their own. It can also be a way to keep their minds active over a long break, like winter or summer.
To assist with educational growth, as well as personal growth, here are some resources and suggestions that can help:
Community Partnerships: Schools and parents can partner with community organizations to help students. These partnerships can support the students’ education, as well as help with their other needs such as clothing, meals, or medical services. While the schools themselves may not offer such additional services, they may have lists of organizations that do.
Family Engagement: Parents are a wealth of knowledge! A growing amount of research shows that the single biggest factor in determining student success is parental engagement. Working at home can be facilitated by community partners and schools. Supporting students outside of school is an important part of a child’s education.
A Disparate Team of Educators: To stretch the learning experience as far as it can go, multiple perspectives should be taken into account. The more people that can offer input on educational activities, the better the end results for the students. With a group of teachers, parents, community leaders, and professionals that communicate well, student experiences can greatly enhance lessons.
Here are some things to consider when involving students in these activities:
Programming Supporting Lessons: Any activities outside of school hours should reinforce what is going on in class. These do not have to be lessons that come from a lesson plan. They could be social skills, playing games, or anything else that would be a benefit in class. These offer possibilities to reinforce soft skills that help social interaction and emotional intelligence.
Voluntary Participation: Self-selected lessons are the best lessons, because the students are more engaged. Their natural curiosity takes over when presented with something they want to know. This is an excellent opportunity to engage them in topics they want to know that are not part of their school lessons. It can be a chance for them to dive into topics they showed interest in during class, but ones that did not fully fit into their schedules.
Assessing the Results: Every time you work with another organization, you want to make the experience better the next time. After you have completed an expanded lesson, take time to review the experience. Were your children engaged or distracted? Did they jump into certain parts of the lesson and avoid others? How did they react when they came home?
Programs like Kids Read Now provide ways to support and encourage student learning outside the class. To find more programs like ours, start by asking your school what activities they offer for expanded learning. If they do not have what you need, they can often recommend organizations you can contact. Your local library is a great place to start looking for after-school activities for students as well. It often has programs geared to many interests or can point you to places that offer them.
When you bring learning outside of the classroom, it enhances and reinforces what is going on in the classroom. Creating lifelong learners means teaching them early that discovering new information can happen anywhere, at any time…even outside of a class.
The beginning of the school year is a busy time. There is work to be done, from getting the classroom and lessons ready to welcome in the new students. Though the first few weeks are hectic, reaching out to parents is an act that can have a major impact during the school year. Parents can provide insights into the best ways to reach certain students in the class. They have the ability to extend your lessons, showing students the work done in the classroom has applications in other places. Parents are also going to be the ones that have the most investment in their children’s success!
Building relationships with parents does not have to require an enormous time commitment. There are small actions that can be done at the beginning of the school year to start building your rapport with them:
- Establish connections early in the year – Parents will always be anxious at the beginning of the year, whether it is the first day of kindergarten or the first day of senior year. Hearing from their children’s teachers early opens the channels of communication on a positive note. These initial contacts establish that you are interested in helping them educate their children.
- Introduce yourself to them… – As part of this early connection, give parents of your students some insight into who you are as a person. Tell them about some of your favorite vacations, books, and things to watch. Give them a rundown of what you have planned for the year, so they know what to expect and when.
- And ask questions about their children – Getting to know your students is another step in building trust with parents. They value your interest, and the knowledge you gain in the classroom helps tailor parts of lessons to what the students like. To learn more about the children, you can send home short surveys or develop online versions through tools like Survey Monkey or Google Forms. The questions should be easy to fill out.
- Communicate with parents often – The only time they hear from you should not be when their children are struggling, either socially or in their education. Let them know some of their children’s activities or what the class does together. Give them a window into a day in your children’s classrooms.
- Invite them to participate – There are many ways parents can help you in their children’s classrooms. They may have specific skills that would demonstrate lessons. They may be able to help with parties or events, or they may have some ideas on improving the classrooms or communicating with students. Listening to what they have to say is important for communication, even if it is not implemented.
- Offer resources to help – Many parents are very eager to help their children succeed. They are simply unsure of how to help or where to find the resources to do so. Share the resources you have with them, whether they are digital ones or something they can find at the library.
Parents are excellent partners when it comes to providing extra help to students. They invest in their children’s success, providing the ability to reinforce the lessons you give in the classroom at home.
Opening lines of communication and developing partnerships with parents benefit teachers for the school year. However, they benefit the students through their educational careers. Building such relationships is worth the investment.
When children first begin to explore reading, it is not a solitary activity. Parents spend time with their children teaching them to read.
The lessons can be as straightforward as sitting down and reading with your children or as subtle as getting them to read recipes or books about characters in other media. It can even be modeling the behavior, like reading after dinner or while on vacation.
Children absorb the actions of the people that are close to them. The more activities a parent or other family member can model for them, the better off they are when they begin school.
The involvement of parents in education is critical and often underestimated. The more involved parents are in the education of their children, the better their outcomes as students. When parents get involved, it lowers the barriers to where learning happens. Children start to see that discovering new information is an activity that can occur anywhere, from watching a teacher at a chalkboard to a parent reading with them at the kitchen table.
Lowering barriers is not only something to do for children. Encouraging parental interaction is essential. Many parents, especially ones from low-income families, do not have the best memories of their time at school. That makes them very reluctant to engage with teachers, even if it is in the best interest of their children. Teachers will always be intimidating to some parents, so building relationships with them are crucial.
Even parents that enjoyed their time at school may be hesitant to approach teachers. They want to make a good impression on their children’s teachers as well. Making sure they know the goals of any meetings or interactions allows them to prepare, putting them at greater ease.
Interactions between parents and teachers, like open houses or parent-teacher meetings, are occasional opportunities to exchange information. Offering a weekly email, Facebook page, or website where parents can see what their children are doing provides a much more constant stream of feedback. This open communications channel keeps parents informed about what their children do in school. This channel becomes an open invitation to interact. Information about classroom events, whether positive ones or warnings, school activities, and homework students bring home becomes part of the communication. Sharing events happening with the family, providing the teacher with the ability to prepare for possible behavioral issues or acting out.
Research consistently shows that two of the greatest indicators of student success involves the socioeconomic status of the parents and parental involvement with their education. Parents who offer support at home for students give them a better chance to succeed later in life. Teachers support this effort by helping parents understand what they can do at home to reinforce their lessons. Anything from showing how the lessons apply to the real world to go over the assigned homework. Involving the parents in education creates another layer that brings students that much closer to becoming lifelong learners.