Category Archives: How data is shared with families

Joining Together to Create a Bold Vision for Next-Generation Family Engagement: Engaging Families to Transform Education

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This 2018 paper from the Global Family Research Project highlights the critical role of family engagement in creating equitable learning pathways for children, and offers promising high-leverage areas that can be transformative for children, families, schools, and communities. Data sharing (page 19) is one of five levers identified that hold the promise of building strong […]

Education Data 101: A Briefing Book for Policymakers

Logo: Data Quality Campaign

This downloadable December 2017 booklet from the Data Quality Campaign is meant to bring policymakers up to speed on major topics they need to know about. Of the eight topics addressed, four are relevant to early childhood data systems: State longitudinal data systems Data linkages Data privacy Empowering parents with data Link to webpage

How Data Empowers Parents

Logo: Data Quality Campaign

This 2016 resource from the Data Quality Campaign offers both an infographic and a short video with examples of ways that access to data that can help parents participate effectively in their child’s education. Examples of data sharing both from the school to the family and from the family to the school are included. Link […]

FERPA General Guidance for Parents

Department of Education

This guidance provides parents with general information about the Family Educational Rights and Privacy Act (FERPA). The document is a compilation and update of various letters and guidance documents previously issued that respond to a variety of questions about FERPA. Link to web page Link to document (PDF)

Empowering Parents with Data

Logo: Data Quality Campaign

This 2015 two-page document from Data Quality Campaign provides information on steps states have taken to provide parents with vital information and highlights Metro Nashville Public Schools, a district with a strong parents engagement strategy, exemplifying the kinds of district practices states can support. Link to document (PDF)