Type 2
Issue No. 20
Spring 2006

Research Brief

2005 UPDATE Data from Schools and Districts in NNPS Show Progress in Partnership Program Development

School and district data from 2005 UPDATE were summarized in two separate reports by NNPS researchers Kenyatta Williams, Steven Sheldon, and Joyce Epstein. These reports should enable members to compare their work and progress on partnerships with patterns of program development from schools and districts across the country.

School UPDATE Data

Over 550 schools from 34 states and Canada reported their progress in developing partnership programs. The schools varied by grade level, neighborhood, and racial/ethnic and socioeconomic composition of students served. For example, families in some schools spoke only English, whereas, in other schools, different families combined spoke 60 languages. The schools also varied in time working with NNPS, from a few months to nine years. The overall quality of school programs ranged from "just started" (15%) to "average" (20%), "good" (38%), "very good" (17%), and "excellent" (10%).

Results on 11 charts reported how schools implemented core program components and plans; organized the structure, membership, meetings, and funding of their Action Team for Partnerships (ATP); rated principal, district, teacher, and family support; and conducted activities to meet challenges to reach all families. The data indicated that most schools in NNPS were implementing many core components (see Figure 1). On average, elementary schools conducted more activities and reported more parental involvement than middle and high schools. However, many middle and high schools in NNPS were organizing teams, writing plans, and improving the involvement of students' families.

Figure 1

The results also identified ways schools could improve their programs. Some ATPs need to meet more regularly. Others should organize subcommittees to conduct involvement activities linked to specific school goals. Still others must address key challenges to involve all families, such as getting information from meetings and workshops to parents who cannot attend.

District UPDATE Data

Seventy-eight districts reported on their leadership and programs of partnership. The districts, located in 25 states and 2 Canadian provinces, ranged in size from 1 school to over 200 schools. Leaders varied in responsibilities, hours for work on partnerships, and years in NNPS.

Results on 10 charts reported information on overall program quality (see Figure 2), district-level leadership activities, facilitation of schools' ATPs, collegial support, attention to challenges to reach all families, efforts to meet NCLB requirements for parental involvement, adequacy of funding, schools' progress, and uses of NNPS program planning and evaluation tools and materials.

Figure 2

Most district leaders for partnerships in NNPS were implementing key program components. For example, 90% reviewed or developed their policy on partnerships; more than 75% visited with schools' ATPs; and most said that their superintendents, principals, school boards, and PTA/PTOs strongly supported their work on partnerships. Also, most districts were working to meet NCLB requirements for parental involvement from Section 1118 and other sections of the law.

The data revealed how districts could improve their partnership programs. Some district leaders need to provide training and support to schools' ATPs. Others need to help schools think of innovative and effective ways to meet challenges to reach families who do not speak English or face other constraints that limit involvement. Still other district leaders could develop more productive community involvement. Most leaders need to do more to evaluate district-level and school-level partnership programs.

In addition to the school and district reports that were sent to all NNPS members, districts with eight or more schools in NNPS that returned the 2005 School UPDATE survey also received a customized summary of data from their own schools to compare with the patterns from schools across the country. The reports, a new service to members of NNPS, should help them evaluate and continually improve family and community involvement.

From: