Home-school partnerships

This report by the New Zealand Ministry of Education describes the findings of a research project designed to improve understanding of the key elements of successful home–school partnerships and how they operate in some different school settings. The project includes a review of evidence and an empirical research component.

Key points:
- The research literature is unequivocal in showing that parental involvement makes a significant difference to educational achievement. Given this, it is not surprising that during the last decade there has been a high level of interest in interventions aimed at involving parents (especially “hard to reach” parents) more fully in the education of their children, as a means to raising educational achievement of children who are currently not performing to expectations in the education system.
- The research literature does suggest that successful home–school partnerships display many of the following features:
- Relationships in successful home–school partnerships are collaborative and mutually respectful.
- Successful partnerships are multi-dimensional, and responsive to community needs.
- Successful home–school partnerships are planned for; embedded within whole school development plans; well resourced and regularly reviewed.
- Successful partnerships are goal oriented and focused on learning.
- Effective parental engagement happens largely at home.
- There is timely two-way communication between school and parents in successful partnerships.
- Building successful home–school partnerships takes time and commitment. In nearly all the case study schools, teachers, parents, and sometimes children, thought the principal was a key player in the establishment of successful partnerships. Teachers’ attitudes also seem to be critical to the success of home–school partnerships.
- Context affects the nature of partnerships and the way they develop. Home–school partnerships are perceived to be easier to establish in small schools, and in closely knit communities, and more difficult with secondary age students.
- The case studies show that technologies such as mobile phones, the internet and DVDs are being used creatively to strengthen links between school and home. Several case study schools are also exploring ways of modifying current school practices such as parent–teacher interviews and homework as ways of facilitating genuine two-way communication between school and home.
- One interesting finding was how little we really know about the effectiveness of home–school partnerships as strategies for reducing disparity and/or developing successful 21st century learners. The report concludes by raising some questions that we think are important to consider. Specifically it suggests that there is a need to find out more about exactly what sort of home–school partnerships are beneficial, how they are beneficial, and to whom.