What We're Learning
Parents with limited formal education themselves are often excluded from conversations with their children's schools—but schools can and should do more to proactively include these families. Three veteran teachers share their strategies for doing better.
New Orleans Navigator and former teacher Alyssa Owens considers how teachers can break down communication barriers with families.
Act 547 requires schools to make key pieces of information more accessible to parents. We put ourselves in a parent's shoes to find out how well the new law is working.
Why do so many parents think their children are doing fine in school, when so many of them aren’t? Maybe it's because the information they receive about student progress is a ridiculous mess.
The entire process of communicating the progress of individual students to their families is a mess.
Taking a few basic steps now can help schools meet the new law's requirements and ensure families are getting the information they need.
Finding and keeping talented people is an ever-increasing and costly challenge for businesses of all types.
How would you feel if you knew your son or daughter was struggling, but you couldn’t understand their report card or ask the receptionist for time to speak with someone?
What We're Learning
Jasmin’s experience with report card conferences is a perfect example of how schools systems often operate in ways that work for schools but not for families.
In The News
There’s nothing wrong with moms and dads advocating for their kids. The problem is that some families are better situated to advocate for their children, and they’re getting what they want while others don’t.
If you want to help working parents stay involved in school, make sure they know well in advance what's happening when.
This legislative atrocity blindly makes huge assumptions about how schools work and how families live. It will hurt, not help.
The truth is, I don’t want to be a helicopter parent. I’d rather be more like a drone—quieter, smaller, and less intrusive. I still want to visit my child’s school regularly, but more by invitation, with specific times and reasons to visit. I want Ra’Son’s teachers and school staff to think of me as a useful partner, not a squeaky wheel.
Teachers and parents often “engage” about student progress, yet part ways without getting on the same page. In many cases, that’s easier than dealing with the hard truth. Learning problems linger and worsen before they are addressed. Years later, someone looks at a thick file and says, “How is it possible that nobody intervened to help this child?”