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Marisela’s biology teacher, Linda Ruiz, can really relate to Marisela. From her own story of deciding whether to go away to college or stay home, Linda has advice she’d like to offer Marisela.
At Palmdale High School, Jonathan Stewart is the only guidance counselor for 550 students. Based on the little he knows about Marisela, he wonders if she should stay local to help her mother with her siblings.
In this section, we examine data and policies surrounding immigrant and ethnically diverse high-school graduates’ decisions to go to college.
One of Johns Hopkins University’s admissions counselors is Ricardo Vargas. Ricardo works with students in the admissions process. He describes his personal experience with college as needing to “get away from my family.”
In the final section of the Making a Decision About College Interactive Case, we piece it all together. We think about the principles guiding the decision to go away to college, assumptions people in the case make, and how difficult issues might be resolved.
Paulo Domínguez is an intelligent sixth-grade boy who has recently become disengaged from schoolwork and is hanging out with peers whom his teachers and parents fear are a bad influence. Begin here to read Paulo’s story.
Looking for innovative stories of family engagement from around the world? Need new tools to support family engagement workshops? Discover all this, along with new ideas in family engagement in science, technology , engineering, and math (STEM).
Sarita and Alberto are Paulo’s parents. In their story, they reflect on their own educational opportunities and their desire for Paulo to pursue college in his future.
Teachers are often among the most influential adults in a child’s decision to stay engaged in or disengaged from school. Hear from Nancy Brown, Paulo’s math teacher, about her perspective on and concerns about Paulo’s direction in school.
Meet Miguel, a friend of the Domínguez family, who mentors Paulo and tutors him in math. Miguel was also a part of the Más Allá program for college-bound students when he was in middle school and high school. Now he attends college.
Más Allá is a college outreach program run by Rachel Marquez. Rachel meets Paulo at an informational session about Más Allá and worries that he is like many of the young men on the fringe she has encountered before.
This research study evaluates and analyzes state initiatives in Missouri, Minnesota, Connecticut, and Maryland to support parents and early childhood. Lessons learned and evaluation methodologies are presented.
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In this next section, we explore data for Bay Vista Middle School and the Más Allá program. Looking at these data will help provide a glimpse into the larger setting in which Paulo’s story is situated.
In the final section of the Staying on the Path Toward College Interactive Case, we piece it all together. We think about the principles guiding smooth transitions to middle school that lead to high school and college success, assumptions people in the case make, and how difficult issues might be resolved.
Marisela is at the center of the Making a Decision About College Interactive Case. A senior in high school who dreams of becoming a doctor, Marisela is conflicted about whether to go away to college or stay close to home for her education.
Claudia Castillo is Marisela’s mother. Claudia has big hopes for her daughter, but as a single mother she is concerned about not having Marisela around to help with the younger siblings.
Not all home–school communication succeeds in supporting student learning. In this article, Duke University's JoBeth Allen offers tips for effective communication between schools and families that can help children to learn and grow.
Design Thinking cultivates fertile ground for promoting deep understanding and action-oriented partnerships between families and educators to support student learning. Discover five steps that enable families and educators to create meaningful strategies for family engagement.
Learn how the second-largest school district in California worked collaboratively to develop a systemic family engagement framework while putting family voice front and center.
Creating high-quality early childhood systems necessitates a strong focus on family engagement. Check out how Oregon is adopting an equity lens and building a strong foundation to engage families by leveraging federal funds, community leadership, and philanthropic investments.
This paper discusses ways of working with children and families from diverse backgrounds and highlights some of the challenging issues raised by working with families having differing values, cultural norms, and experiences.
Through a case discussion, the Bridging Worlds case became a catalyst for robust dialogue discussion about the assumptions teachers make during the transition to kindergarten and their potential consequences for children and families.
Zakiyah Ansari, a parent and community organizer with the Coalition for Educational Justice (CEJ) in New York City, shares how CEJ empowers parents and community members to advocate for education reform at the local, state, and federal levels.
Latina teachers' literacy practices are shaped in part by the literacy activities the teachers' own families engaged in during their early school years.
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Erik's first grade teacher is concerned about his intentional aggression towards other children and communicates regularly with Erik's mother about it. Subtle differences in beliefs between Erik's mother and teacher leave both feeling unsatisfied in their attempts to help Erik. How can the two build a partnership to change Erik's behavior?
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