Our Children Our Schools: A Blueprint for Creating Partnerships Between Immigrant Families and New York City Public Schools

Eighty percent of immigrant parents surveyed indicated that they would like to be more involved in their children's schools. However, immigrant parents are often under-utilized as critical resources in their school communities. In New York City, where more than 60% of students are either immigrants or the children of immigrants, schools cannot afford to allow immigrant families to remain alienated. Schools need to determine what keeps immigrant parents away and address these hurdles proactively. In this paper, we offer a comprehensive picture of what hinders immigrant parent participation in the New York City public schools and what can be done to make schools more inclusive of immigrant parents so that they can be active partners in their children's education. We asked 82 immigrant parents and representatives from ten community-based organizations (CBOs) that work with immigrant parents across the City's diverse communities to tell us about their experiences in the schools and what could be done to improve those experiences. Their stories and recommendations are the heart of this paper. We also identified a number of promising practices in New York City and other cities around the country and provide a number of concrete steps the New York City Department of Education (DOE) and individual schools can take to build true partnerships with immigrant families

Mind the Gaps: Exploring the Use of Technology to Facilitate Parental Involvement, Particularly for Historically Underserved Populations

Decades of research establishes positive associations between parental involvement and a number of important student outcomes, including student achievement. Furthermore, a number of technological innovations make facilitating parental involvement more possible than ever. Those possibilities, however, require varying levels of technological sophistication and infrastructure developments in the homes and communities. That a well-documented digital divide exists between low-income and more-affluent communities means that students and families who live in low-income communities--generally, people of color--can be denied access to opportunities for meaningful involvement in and engagement with the schools. To avoid creating an opportunity gap, school leaders must therefore understand and work with the families and communities whom they serve as they move toward technological facilitation of home-school-community connections