Case study districts show potential underinvestment in family support and engagement, with most reporting no English Learner family/community liaisons¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Primary data from six case study districts point to potential underinvestment in family support and engagement; the majority of these districts reported having no English Learner program family/community liaisons. → Jacobson 2025

Evidence¶

Jacobson 2025¶

Jacobson, A., Porter, L., Hadley, L., Alcalá, L., & Willis, J. (2025). Strategic and economic analysis of English Learner programs in California: Project brief. WestEd. https://eric.ed.gov/?id=ED673563

q2 · i? · qualitative · r1

Analysis of primary data from the six case study districts reported under the integrated-care Key Conclusion. Focus group data from English Learner Advisory Committee representatives indicated families struggle to access program information and would benefit from staff support to access noneducational services.

"Analysis of primary data from the six case study districts points to potential underinvestment in family support and engagement, with the majority of these districts reporting that they have no English Learner program family/community liaisons."

Discussion¶

Related Claims¶

• More than half of surveyed LEAs employ dedicated family liaisons who bridge schools and multilingual families — reports the opposite
• Case study districts' staffing for English Learners falls well below Ohio cost-study recommendations for instructors and bilingual paraprofessionals — related
• A field guide asserts that authentic family–school partnerships benefit student achievement and argues that without staff training and coaching the school–family divide persists — related
• State community engagement requirements such as public hearings can often be satisfied without obtaining meaningful community input, and collecting feedback differs from proactively assessing community needs — related
• School characteristics were associated with participation: district-run schools, higher proportions of eligible students, and strong family engagement — related