The goal of the Family Science Night (FSN) described in this article was to involve culturally and linguistically diverse families in school life so that students would be more vocal, successful, and interactive in science class. The project would also demonstrate to the students that their teacher valued their input in the classroom. The setting…

A critical component for implementing evidence-based early intervention supports and services is the ability to write family-centered, functional, participation-based outcomes. Participation-based outcome statements that are family-focused center on the desires and needs of the parents or other care providers and are based on their interest in…

Despite a growing literature on the value of family involvement for students with disabilities, there are ongoing misunderstandings about the reasons why culturally and linguistically diverse families of students with disabilities might be less involved with their child at school than other families. This article describes a project conducted with…

A growing body of evidence indicates the critical importance of appropriate supports for children and their families at early ages, as well as the potential for targeted interventions to make meaningful contributions to children's development. Family involvement in the early years of a child's learning and development can serve as a protective…

The purpose of this phenomenological research study was to describe how inmate students incarcerated in an Alabama Department of Correctional Services (ADOC) work release facility, and who are enrolled in a prison-based GED program, perceive the role of education in curtailing criminal activity among prisoners who are released back into society.…

Since 2004, U.S. states have collected information from former students with disabilities about their employment and further education activities in the first year after leaving high school. About one year after they leave school, young adults who had Individualized Education Programs (IEPs) are asked some very important questions: Are they…

This research was carried out with the purpose of identifying how and which risk and protective factors affect academic outcomes. The study explored how different family and individual environmental factors foster academic resilience. The exploratory study took place with a group of six students from a public school in Bogotá, Colombia. The school…

Effective family-school collaboration is essential for promoting students' success at school, but collaborative relationships must be proactively developed and intentionally nurtured. These relationships are particularly critical when children are struggling behaviorally or emotionally. Strategies for building effective relationships are…

Parent involvement (PI) during preschool has been linked with strong pre-literacy skills, acquisition of mathematical skills, well-developed social skills, and positive attitudes toward school. Parents' active involvement in their children's learning is a recommended strategy in engaging families in children's education experiences. The purpose of…

This brief combines original research and policy analysis to examine a key issue that is often overlooked in debates about the proliferation of new technologies, education, and equity: the potential for digital media investments to support a promising learning pathway for children in our nation's increasingly diverse, low-income families. A…

The transition to school is a rite of passage in the lives of children and their families. For children, it means meeting new teachers and friends, adapting to a different and often larger hustling and bustling environment, and adjusting to new rules and expectations. For families, the transition to school can bring about feelings of happiness,…

The "Everyday Mathematics®" curriculum aims to provide students in prekindergarten through grade 6 with multiple opportunities to learn math concepts and practice skills. Since the release of the WWC's 2010 Everyday Mathematics report, the curriculum continues to be widely used and evaluated. This updated review includes 30 studies that…

The goal of this review is to advance the discussion regarding meaningful outcomes of early intervention for children with autism spectrum disorder. The rapid growth in the development and evaluation of early intervention approaches for autism spectrum disorder includes both therapist-driven and parent-mediated interventions. The majority of…

This study confirmed the reliability and validity of the Quality Indicators of Exemplary Transition Programs Needs Assessment-2 (QI-2). Quality transition program indicators were identified through a systematic synthesis of transition research, policies, and program evaluation measures. To verify reliability and validity of the QI-2, we…

Current educational data indicate that culturally and linguistically diverse (CLD) students--students in the ethnic or language minority--have some of the lowest academic outcomes and graduation rates among student subgroups. Supported by more than a decade of literature, culturally relevant pedagogy provides a set of practices that teachers and…