A significant body of research shows that achievement gaps evident in persistently low-performing schools, in many instances, manifest prior to children entering kindergarten. High-quality early learning programs have proven to demonstrate positive effects on closing academic gaps both for individual children and in the aggregate for the school.…

The Center on Enhancing Early Learning Outcomes (CEELO) and the Center on School Turnaround (CST) collaborated to develop case studies of three selected schools receiving SIG funds that have, with the support of their districts, promoted the use of early childhood programming (PK-3) as a key strategy in their schools' turnaround models. The goal…

Research exploring the impact of social class on family and school relationships indicates that families with high levels of socioeconomic status (SES) possess resources that enable participation in traditionally accepted forms of family engagement (Henderson and Mapp, in, A new wave of evidence: The impact of school, family, and community…

This qualitative study was an investigation into improving college access through family engagement with minority and low-income students in an urban school district. Critical theory concepts of cultural capital, field, and habitus, as well as organizational communication theory, formed the theoretical framework that guided a literature review and…

Children benefit when their parents or caregivers are actively involved in their out-of-school learning. Yet a new report by the Harvard Family Research Project and United Way of Massachusetts Bay finds that only a quarter of programs surveyed had effectively incorporated families. This guide, funded by the Wallace Foundation under its Parents and…