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50 Years of Family Engagement in Head Start

With Head Start’s 50th anniversary right around the corner, Kiersten Beigel from the Office of Head Start shares the vision for family engagement and ways that different federal agencies can join together to realize it.

Kiersten Beigel (December 11, 2014) Research Report

A City-Wide Effort to Support and Involve Families

Brenda Miller and Ginger Peacock Preston from the Jacksonville Children’s Commission describe how the city of Jacksonville, Florida, is integrating family involvement into a system of care for children and families.

Brenda Miller , Ginger Peacock Preston (Spring 2008) Evaluation Exchange Article

A Click Away: A Q&A With Chip Donohue About the Benefits of Online Distance Learning for In-Service Teachers

In this Q&A, Chip Donohue talks with HFRP about early childhood educators’ participation in online distance education courses and discusses how the topic of family engagement is being integrated into these classes.

Harvard Family Research Project (December 5, 2013) Research Report

A Conversation With Art Rolnick

Economist Art Rolnick discusses his approach to early childhood investment, which he describes as “economic investment in human capital.”

Lisa G. Klein (Summer 2004) Evaluation Exchange Article

A Conversation With Jeanne Brooks-Gunn

Jeanne Brooks-Gunn reflects on the breakthrough findings and new directions for research, evaluation, and practice in family-focused interventions.

Holly Kreider (Winter 2004/2005) Evaluation Exchange Article

A Conversation With Richard Rothstein

Richard Rothstein argues that narrowing the achievement gap requires substantial changes in social policy in addition to extensive school reform.

Julia Coffman (Spring 2005) Evaluation Exchange Article

A New Approach to Transitions: Welcoming Families and Their Ideas into Kindergarten Classrooms

Ken Smythe-Leistico is the director of Ready Freddy: Pathways to Kindergarten Success at the University of Pittsburgh’s Office of Child Development. In this profile, Ken discusses the Ready Freddy program—created in collaboration with Pittsburgh Public Schools, families, and community partners to increase the likelihood that children will have a successful kindergarten year.

Ken Smythe-Leistico (March 15, 2012) Research Report

A Strong Start for Family Engagement in Massachusetts

Through its Race to the Top–Early Learning Challenge funds, Massachusetts has created strategic partnerships with museums and libraries, public television, family and community programs, community nonprofits, and public transportation to build a robust and growing statewide family engagement system.

Nathan Driskell (December 11, 2014) Research Report

Advocating for the Rights of Undocumented Families

Moria Cappio and Melanie Reyes from The Children’s Aid Society share their experiences reinventing family engagement strategies in their East Harlem Early Head Start/Head Start program to reach out to immigrant families by including parent civic advocacy. Cappio and Reyes also describe how using an advocacy evaluation tool helped them navigate these uncharted waters.

Moria Cappio , Melanie Reyes (May 2010) Research Report

Alternative Designs for Community-Based Research: Pittsburgh’s Early Childhood Initiative

Stephen Bagnato, Robert Grom, and Leon Haynes describe an evaluation design that provides scientific rigor in a community setting.

Stephen Bagnato, Ed.D. , Robert Grom, Leon Haynes (Fall 2003) Evaluation Exchange Article

Bibliography of Transition Research

What is the evidence base to support family engagement in the transition to school? You can check out the articles in this bibliography to read about why transition to school matters for children, families, and communities.

Harvard Family Research Project (March 19, 2015) Research Report

Bridging Worlds Interactive Case: Meet Esther Lasher, Head Start Educational Director

In this section of the Bridging Worlds Interactive Case, we meet Esther Lasher, the educational director of the Grant Head Start Program. Esther works to smooth the transition to kindergarten by planning with multiple community and school representatives.

Harvard Family Research Project () Research Report

Bridging Worlds Interactive Case: Meet Maya Warren, Kindergartner

We begin the Bridging Worlds Interactive Case by meeting Maya Warren. Maya is a fun-loving 5-year-old girl who, despite success in preschool, is having a difficult transition to kindergarten.

Harvard Family Research Project () Research Report

Bridging Worlds Interactive Case: Meet Nicole Warren, Maya’s Mother

In this section of the Bridging Worlds Interactive Case, we meet Nicole Warren, Maya’s mother. Nicole reflects on her daughter’s difficult transition to kindergarten and thinks about what she might do to improve the situation.

Harvard Family Research Project () Research Report

Bridging Worlds Interactive Case: Meet Tanya Robinson, Kindergarten Teacher

In this section of the Bridging Worlds Interactive Case, we meet Tanya Robinson, Maya’s kindergarten teacher. Tanya is concerned that children and families are not kindergarten ready.

Harvard Family Research Project () Research Report

Bridging Worlds Interactive Case: Meet Teresa Guzman, Preschool Teacher

In this section of the Bridging Worlds Interactive Case, we meet Maya’s former preschool teacher, Teresa Guzman. Teresa considers the role of early childhood programs in preparing children and families for kindergarten.

Harvard Family Research Project () Research Report

Bridging Worlds Interactive Case: Piecing It All Together

In the final section of the Bridging Worlds Interactive Case, we piece it all together. We think about the principles guiding smooth transitions to school, assumptions people in the case make, and how difficult issues might be resolved.

Harvard Family Research Project () Research Report

Bridging Worlds Interactive Case: Supporting Data 

In this section of the Bridging Worlds Interactive Case, we examine some school-level data to develop a better understanding of the factors influencing Maya’s difficult transition to school.

Harvard Family Research Project () Research Report

Bridging Worlds: Family Engagement in the Transition to Kindergarten

This teaching case explores the complex issues surrounding the transition to kindergarten and the importance of family engagement in the process. Three expert commentaries and discussion questions are included. An interactive version is also available.

Margaret Caspe (2014) Research Report

Building Bridges to Success

In 2010, Silicon Valley Community Foundation started a bold and innovative initiative designed to ensure success by third grade for all children in San Mateo County, California. It focuses on ready children, ready families, ready schools, and ready communities

Michelle Sioson Hyman (March 19, 2015) Research Report

Changing the Conversation About Home Visiting: Scaling Up With Quality

The purpose of this paper is to determine what the evidence and conventional wisdom say about scaling up home visiting as one of the best ways to support parents and promote early childhood development. To answer this question, we examined the available research evidence, interviewed leaders from six of the national home visiting models, and interviewed researchers who have studied home visiting. The area of interest for guiding future research, practice, and policy is whether home visiting can be delivered at broad scale and with the quality necessary to attain demonstrable, positive outcomes for young children and their parents.

Heather Weiss , Lisa Klein (May 2007) Research Report

Closing the Achievement Gap: Head Start and Beyond

Ed Zigler, Ron Haskins, and G. Reid Lyon discuss the past and future of Head Start, the country's first federally funded early childhood program.

Lisa G. Klein (Summer 2004) Evaluation Exchange Article

Community Collaboration 90806: A Partnership to Increase School Readiness in Long Beach

Marielle Bohan-Baker describes the instructive and collaborative approach to planning and evaluation of six community partners in Long Beach, California.

Marielle Bohan-Baker (Fall 2003) Evaluation Exchange Article

Complementary Learning Connections With Out-of-School Time Programs in Nebraska

When families, schools, and out-of-school supports work together, children are more likely to succeed. Lisa St. Clair writes about how the Nebraska State Parental Information and Resource Center is using a complementary learning approach to link family support programs with schools, early childhood programs, and out-of-school time programs.

Lisa St. Clair (August 2009) Research Report

Conjoint Behavioral Consultation: A Model to Facilitate Meaningful Partnerships for Families and Schools

Researchers at the University of Nebraska-Lincoln studied the effectiveness of a behavioral intervention model where parents, educators, and service providers work collaboratively to address children's developmental needs in a Head Start program.

Susan M. Sheridan , Brandy L. Clarke, Diane C. Marti, Jennifer D. Burt, Ashley M. Rohlk (April 2005) Research Report

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