We cannot expect to improve student achievement without addressing the issue of poverty head on, and this work has to include families and communities. In Washington State, 46.1% of students qualify for free or reduced lunch. In many school districts, this percentage is much higher. Poverty can impede children's ability to learn and can contribute to social, emotional, and behavioral problems. Poverty also can contribute to poor health and mental health. Risks are greatest for children who experience poverty when they are young and/or experience deep and persistent poverty. Research suggests family engagement promotes a range of benefits for students, including improved school readiness, higher student achievement, better social skills and behavior, and increased likelihood of high school graduation. Involving parents, integrating the teaching of social and academic skills, and creating continuity among settings that a child negotiates on a daily basis are all crucial for launching a successful academic career. Our goal has to be to work with families to enhance their children's education and ability to learn, working around the barriers poverty might present. One clear way to navigate around these barriers is to focus on families as partners.
Partnership Working
My education and career thus far have focused on pursuing this goal of creating partnerships with families living in poverty. When I started working for The BERC Group, I had just returned from almost 10 years overseas, living in Scotland. While over there, I learned about a different approach to social change than I had experienced while living in the States. In Scotland, the idea of partnership working has been central to policy making and policy action for over a decade. It is a given there that, when a social issue is addressed, policy makers, non-profits, educators, and public agencies will all work with the understanding that, to address the causes of a problem, the people affected by it must be involved in coming up with and implementing solutions.
For example, while I was working in Scotland, I had the opportunity to be part of a group called the Poverty Truth Commission. All parties involved in issues surrounding poverty were brought together in a joint effort between the city council and local non-profit agencies to come up with realistic solutions to problems related to poverty in Glasgow. The Poverty Truth Commission included families, individuals, and children living in poverty, the city council, the police, the National Health Service, the housing benefit office, various small non-profit groups, local churches, the job center, and many more partners. The central speakers and leaders of the group were those people living in poverty themselves, acknowledged as the ones who knew the most about the solutions that would work. The motto of the group was "Nothing about us, without us, is for us" and the meetings not only included the voices of those living in poverty at every juncture, but were led by them. The Poverty Truth Commission has been in existence now for over four years and has included more than 400 participants. It is working. It is breaking down barriers and empowering everyone involved.
In Scotland, this approach is called partnership working. Here in the States, a similar idea might be termed collective action. The Road Map Project is implementing one example of this. The idea behind the Road Map Project is to bring educators, parents, communities, and funders together to improve student achievement. It is acknowledging the idea that social issues cannot be addressed in isolation. If each partner stands to gain from the additional resources other partners bring, and from pooling ideas, knowledge and financial resources, then the partnership adds value for each participant.[i] Solutions become easier, cheaper, faster, and more effective. When there is a partnership between adults and children disadvantaged by poverty, and schools, it creates better solutions.
For example, while I was working in Scotland, I had the opportunity to be part of a group called the Poverty Truth Commission. All parties involved in issues surrounding poverty were brought together in a joint effort between the city council and local non-profit agencies to come up with realistic solutions to problems related to poverty in Glasgow. The Poverty Truth Commission included families, individuals, and children living in poverty, the city council, the police, the National Health Service, the housing benefit office, various small non-profit groups, local churches, the job center, and many more partners. The central speakers and leaders of the group were those people living in poverty themselves, acknowledged as the ones who knew the most about the solutions that would work. The motto of the group was "Nothing about us, without us, is for us" and the meetings not only included the voices of those living in poverty at every juncture, but were led by them. The Poverty Truth Commission has been in existence now for over four years and has included more than 400 participants. It is working. It is breaking down barriers and empowering everyone involved.
In Scotland, this approach is called partnership working. Here in the States, a similar idea might be termed collective action. The Road Map Project is implementing one example of this. The idea behind the Road Map Project is to bring educators, parents, communities, and funders together to improve student achievement. It is acknowledging the idea that social issues cannot be addressed in isolation. If each partner stands to gain from the additional resources other partners bring, and from pooling ideas, knowledge and financial resources, then the partnership adds value for each participant.[i] Solutions become easier, cheaper, faster, and more effective. When there is a partnership between adults and children disadvantaged by poverty, and schools, it creates better solutions.
Family Engagement
We all know that working with families is important. We also know that it is hard. Many barriers stand in the way. Schools have limited resources. Transportation is limited. Literacy issues prevent communication. Parents are not available during school hours. Families do not come to school even when invited. Issues at home take priority over education. The list could goes on and on, but there are solutions out there. The largest overlooked resource is often the families themselves. By asking families how the school can facilitate their involvement, finding out what they feel would be most helpful, and engaging them as partners, schools can help families take the lead. The insight provided is crucial to successful partnerships between families, schools, and the community to support student learning.
If we want to raise student achievement, we must work with the whole student and their whole set of circumstances. We have to address all aspects of that student's life that are affecting their ability to learn and succeed in school. We need to involve all relevant parties and work together to come up with workable solutions. If we remember to listen to the people who know best, the families and children living in poverty, they can be our guide. Adding this to the long list of factors to consider in student success might seem daunting, in fact, it might truly seem to be too hard, but we cannot let ourselves be okay with that. It might be "one more thing," but it has to be on the list of priorities.
If we want to raise student achievement, we must work with the whole student and their whole set of circumstances. We have to address all aspects of that student's life that are affecting their ability to learn and succeed in school. We need to involve all relevant parties and work together to come up with workable solutions. If we remember to listen to the people who know best, the families and children living in poverty, they can be our guide. Adding this to the long list of factors to consider in student success might seem daunting, in fact, it might truly seem to be too hard, but we cannot let ourselves be okay with that. It might be "one more thing," but it has to be on the list of priorities.
Resources
i. Balloch, Susan & Taylor, Marilyn. (2001) Partnership working: Policy and practice. Bristol, England: The Policy Press.
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Heather Elliot, M.A. Research Assistant
Heather grew up in the Olympia, Washington area but has spent the last ten years studying and working overseas in the UK. While pursuing her BA in Philosophy from Lewis & Clark College, Heather went on a study abroad program to Scotland. Once over there, she fell in love with a country where social justice issues are prominent, and she started work for a family support center for people living in poverty. Heather’s focus on social justice issues continued and included work with Save the Children and other advocacy groups in Scotland. She went on to pursue her Masters degree in the UK and holds a Master’s Degree in Public Policy from the University of Glasgow. She brings a focus on critical thinking and a wealth of experience working with people from different backgrounds. Heather is looking forward to working with such a progressive research organization to help improve the lives and learning of students.
