The Parent Trap How to message to parents

The Parent Trap: How to message to parents in the current education environment March 2016

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Methodology Since the summer of 2015, Edge Research has conducted several research efforts in partnership with HCM Strategists: 35 qualitative sessions 3 nationwide surveys of parents 3

We reached parents across the country District of Columbia • The highlighted states represent areas from which we have recruited parents to participate in our qualitative research. 4

Key research topics • To date the research has predominantly focused on the following: • • Their perceptions on their child(ren)’s education Thoughts and opinions on testing overall and the (new) end-of-year assessments Interpretations of score report data and language What, if anything, they do with score report information The current environment surrounding the decision to have their child(ren) participate in end-of-year assessments Information dissemination and knowledge gaps Reactions to messaging about testing and opting-out 5

Clients include the following: • Learning Heroes • High Quality Assessment Project • The Collaborative for Student Success • National Council of the Great City Schools • National Council of La Raza • PARCC • Smarter Balanced 6

The Parent Mindset

The frustration around reform stems from multiple factors How Children Learn The Results Disconnect Technology Misperceptions 8

How Children Learn • Parents struggle with how different the world, and education, are today • Worst case scenario – their attempts to help their children can do more harm than good “It’s definitely confusing for the parents. My daughter brings her homework home, and I can’t help her. ” “l lost my ability to help my child when Common Core came in. ‘What do “Schools have a right you mean I can’t do it that way of doing things. way? ’” But at home, the old way is the right way. ” “My third grader is doing a Power Point. What does he need that for? ” 9

Technology • Writ large, children have much more familiarity and comfort with technology compared to their parents. • This disparity directly connects to their child(ren)’s education. “[I think the] essay portion was very challenging, having to think about a topic and compose on a computer is very different from what they learn in the classroom. ” “My son doesn’t even “Schools have a right know how to use an way of doing things. But at encyclopedia. ” home, the old way is the right way. ” “[My son] does homework on his phone. How can you do homework on your phone? ” 10

The Results Disconnect • Parents’ safety zones are report cards and percentiles. • To parents, score reports do not provide a clear, useful picture of their child(ren)’s performance. • Most importantly, these parents have very little evidence that the teachers use the results at all. “This score the score “My son(in doesn’t even to nothing use report) know wouldhow mean to an encyclopedia. ” me. I would have to go by my child’s report card. ” “It’s a little vague. It gives you a number which is great, but it doesn’t tell you what your child needs to know. ” “The kids don’t learn their score until the following year. No one ever comes back and tells you what you did well. ” “[When I get the results, ] I’m behind the 8 -ball , trying to get info on how to help [my kids] over the summer. ” 11

Misperceptions about reforms trigger strong emotions • Several parents, especially those in the Pacific Northwest and New York, expressed visceral anger when sharing their opinions about reform: “Politicians—people who would like to think they know“My more than people son doesn’t even know about know what’s how tobest use for an who encyclopedia. ” children haven’t set foot in a classroom and are saying how things should be —continue to run this into the ground. ” “The head honcho wants to data-mine our children. ” “[Who’s the villain? ] Congress. And outside sources like Bill Gates, the Pearson testing center. They’re making millions off administration. They are revoking money, but they’re getting loaded. ” 12

The End Result of the Parent Mindset Lo we r. S co res Protector Problem-Solver P d 13

Parents often reveal these roles when faced with lower scores P d “I never want to see that look on my child’s face again. ” “Some kids just don’t test well. ” “What they do on [these] tests have nothing to do with what they are learning. ” “Did he not have enough time? Was he nervous? ” “What do I need to do over the summer to improve (my child’s) scores? ” “[I’d say to the teacher, ] ‘What’s the plan? What can I do at home to help him out? ’” 14

How do we effectively communicate in this environment?

Understand that several Year 1 messages are ineffective in Year 2 Messages to Retire “Sets a new baseline. ” “Replaced the previous state tests. ” “It is a transition year. ” “Scores will be lower. ” Aspiration vs. Experience Will/Still Resonate in 2016 “Scores will be used to improve instruction. ” “The test is just one measure. ” “Scores will be used to implement additional supports and interventions. ” “The tests measure realworld skills such as problem solving, writing and critical thinking. ” “We are on the right track. ” “(If we can make it true) Test scores will be used by teachers to improve and differentiate instruction. ” “The test is aligned to classroom work. ” Be ready to help parents interpret score changes from Year 1 to Year 2. “You cannot ‘teach’ to this test, because the preparation comes in the skills students practice in the everyday lessons. ” 16

Maximize the utility of the information you disseminate vs. 17

Take advantage of multiple avenues to reach parents with key messages DIRECT: • Transmittal letters • Parent check-lists • Newsletters • Information sessions INDIRECT: • Teacher “fact-sessions” • Messaging around test preparation • Encourage score report use in conferences 18

For additional information, please contact: Adam Burns | 703 -842 -0209 | burns@edgeresearch. com Edge Research 1560 Wilson Blvd, Suite 475 Arlington, VA 22209 www. edgeresearch. com