Advocate for state-level actions integrating score reports into trusted-voice family engagement¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief recommends advocates push state leaders to require vendors to user-test reports with historically marginalized families, fund professional development in assessment literacy and asset-based family engagement for teachers and principals, help families understand and use score data, engage community organizations as trusted messengers, and include assessment results on final end-of-grade report cards. It argues reports should be integrated into parent-teacher conferences led by teachers, whom parents view as trusted messengers, and that community-based organizations act as cultural brokers linking communities to district and state priorities.

Design Implications¶

Context¶

Requirements¶

• Teachers need time, tools, formal training, and support to navigate asset-based conversations and build assessment literacy
• Community groups should be engaged in authentic partnership throughout the feedback process rather than through one-time, top-down asks

Constraints¶

• The slow release of individual assessment results might be a barrier to including results on report cards; delayed release limits parents' perception of the data as useful and actionable

Target Learners¶

• K-12 students and their families

Target Learning Goals¶

• family understanding and use of assessment results to advocate for and support student learning

Related Strategies¶

• Five actions for school and district leaders to improve family engagement with young learners
• Hire peer family care navigators and build county-level coordinated care systems for English Learner families

Examples¶

• Oregon parent assessment literacy modules — five bilingual modules on understanding statewide assessment results

Key Sources¶

• Levitan, S., & Munyan-Penney, N. (2024). Meaningful Assessment Reporting: Making Assessment Reports More Meaningful for Students & Families. EdTrust. https://eric.ed.gov/?id=ED658190