We Advocate To
Ensure state and local education agencies and schools use federal funding to support evidence-based family engagement programs as required by the Every Student Succeeds Act (ESSA)
Ensure effective implementation of the Statewide Family Education Centers (SFECs) program on both the federal and state levels
Provide ongoing training and professional development on effective family engagement practices for educators and school-based personnel
Include evidence-based family engagement strategies throughout the entire education continuum from early childhood through postsecondary exploration and career opportunities
Support meaningful engagement of parents and families at the state, district and school level, on an ongoing basis, in the creation of education policies, especially those that directly impact students and families
According to a study conducted by Rice University, only 34% of parents were currently satisfied with family and community engagement in public schools 
Each year parents took part in a family engagement program in Chicago, their child’s chances of completing high school increased by 16%. When parents were involved for the whole six years of the program, more than 80% of their children graduated from high school, compared with 38% of students whose parents did not participate 
Students with engaged families attend school more regularly, earn better grades, enroll in advanced level programs and have higher graduation rates 
Schools would need to increase spending by more than $1,000 per student to gain the same results as effective family engagement 
 Rice University. (2017). Rice U. study: Public schools lagging in family and community engagement. Houston, TX: Rice University
 National Education Association. (2008). Parent, Family, and Community Involvement in Education. Washington, DC: National Education Association
 Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis 2002. National Center for Family and Community Connections with Schools.
 Houtenville, A. and K.S. Conway. (2008). Parental Effort, School Resources, and Student Achievement. Journal of Human Resources, XLIII. Madison, WI: University of Wisconsin Press.
Voice From the Field
Berea-Midpark Middle School PTA
When Heather Losneck got the news that she was selected as a National PTA Family Engagement Fellow, she
immediately contacted the Board of Education President in her school district in Berea, Ohio to push forward a family
engagement agenda. Initially working in a small committee, Losneck proposed that the Board of Education adopt a district-wide family engagement policy to raise awareness about the power of family engagement and cultivate family engagement through specific programs and practices.
As a result of Losneck’s decision to take action, the board created a Family Engagement Team comprised of parents,
family members, teachers, school staff and administrators and board of education members. This team represents every
school in the district, every grade level, and every city. The vision for this team is to create system-wide policies and
practices that establish effective family-school partnerships to improve student achievement.
The team is also piloting a Parent Academy to empower parents and families to be strong advocates for public
education and family engagement by learning more about the role of the school district and leadership, learning
curriculums, assessments, school finances, funding and operations.