Tag Archives: Parent Trigger

Parent Trigger: ‘Won’t Back Down’

24 Sep

Moi has posted quite a bit about the “parent trigger.” This latest post deals with the movie. “Won’t Back Down.” Kelsey Sheehy writes in the U.S. News article, Pulling the ‘Parent Trigger’ on School Reform about the effect the “parent trigger” had on the school portrayed in the movie “Won’t Back Down.”

Trigger laws, which allow parents to intervene if their child’s school underperforms, are on the books in seven states—California, ConnecticutIndianaLouisianaMississippiOhio, and Texas—with as many as 20 states considering similar legislation, according to the National Conference of State Legislatures.

While the laws vary by state, most include following provisions:

The school must be identified by the state as low-performing, often for consecutive years.

There must be a majority buy-in by parents of students either attending the school, or with students in lower grade levels who would likely attend the school in the future. This is typically in the form of a petition.

A handful of intervention options are typically available, including charter school conversion, forcing the school to replace the administrators and majority of teachers, or shutting the school down completely.

Proponents of trigger laws say they empower parents to step in when schools are failing their students, and give educators added incentive to take steps to improve schools that consistently fall short.

“[It] gives families leverage where they do not otherwise have it by increasing pressure on districts and others in charge of failing schools,” Dave Robertson, a state senator in Michigan said in a hearing last week on a proposed parent trigger bill, according to Michigan Live.

[Discover why students learn better with engaged parents.]

But critics argue that while the idea sounds good in theory, parent trigger laws lack transparency and risk doing more harm than good. http://www.usnews.com/education/blogs/high-school-notes/2012/09/24/pulling-the-parent-trigger-on-school-reform

Stand for Children Washington hosted a screening of “Won’t Back Down” and moi received a complementary ticket to the screening.

Moi’s mantra for this blog is there is no magic bullet or “Holy Grail” in education. There is what works to produce education achievement in a given population of children. Having said that, there is no middle ground in the movie portrayals. The baddies are very bad and the the “good people” almost have halos. In moi’s opinion, a little more subtlety and shading of the motivation of the characters would have made the movie more effective. The script was just so-so. Still, the movie tugs at the heartstrings of those who feel that there is something drastically wrong with education. Overall, moi like the movie, because she believes that parents must have the option to be part of the solution in turning around failing schools.


New movie ‘Won’t Back Down’ makes the case for education reform http://www.deseretnews.com/article/865563082/New-movie-Wont-Back-Down-makes-the-case-for-education-reform.html

Won’t Back Down’ rankles teachers unions but may resonate in trenches                                                            http://www.washingtonpost.com/blogs/she-the-people/post/wont-back-down-rankles-teachers-unions-but-may-resonate-in-trenches/2012/09/10/38e1a9d0-fab5-11e1-a65a-d6e62f9f2a5a_blog.html


More states considering ‘Parent Trigger’ laws                           https://drwilda.com/2012/02/02/more-states-considering-parent-trigger-laws/

National Education Policy Center researches the ‘parent trigger’                                                                           https://drwilda.com/2012/09/05/national-education-policy-center-researches-the-parent-trigger/

Dr. Wilda says this about that ©


Missouri program: Parent home visits

30 May

One of the mantras of this blog is that education is a partnership between the student, parent(s) or guardian(s), teacher(s), and the school. All parts of the partnership must be involved.  Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well. A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Class Matters

Teachers and administrators as well as many politicians if they are honest know that children arrive at school at various points on the ready to learn continuum. Teachers have to teach children at whatever point on the continuum the children are. Jay Matthews reports in the Washington Post article, Try parent visits, not parent takeovers of schools:

A modest program in Missouri — similar to one in the District — has found a way to help parents improve their children’s education. But nobody is paying much attention.

Instead, something called the parent trigger, the hottest parent program going, has gotten laws passed in four states even though it has had zero effect on achievement.

The Missouri program, the Teacher Home Visit Program or HOME WORKS!, trains and organizes teachers to visit parents in their homes. It is quiet, steady, small and non-political.

The parent trigger, begun in California by a well-meaning group called Parent Revolution, is also authorized in Mississippi, Texas and Louisiana and is deep into electoral politics. Both the Obama and Romney presidential campaigns have embraced it….

Few parents have the free time or experience to take charge of a school and figure out which of the many competing ideas for change are best. They are at the mercy of school promoters and local school bureaucrats and unions. It is hard for them to agree among themselves what they want. Their good intentions get them nowhere.

The first two attempts to use the trigger in California have been stymied by lawsuits and political quarrels. Anyone who understands the dynamics of public schools in a democracy knows the trigger is never going to get parents what they want.

Home visits are different. They don’t require that parents figure out how to fix an entire school. Their only responsibility is to help teachers improve the learning of their own children, something they are uniquely qualified to do.

The nonprofit Concentric Educational Solutions Inc. START PROGRAM has been knocking on parent doors in the District for two years and has has started to do the same in Delaware and Detroit. The group says it has reduced truancy by as much as 78 percent. Teachers naturally wonder whether they have time for after-school visits, but the group’s executive director, David L. Heiber, says what they learn from parents can save many hours in class. With full staff participation, the most visits they might have to do in a year is 15, producing better attendance and more attention.

The Missouri HOME WORKS! program operates in 15 schools in the St. Louis area. Teachers, paid for their extra time, are trained at the end of the school year and beginning of the summer. The first round of summer visits allows teachers and parents to get to know each other and share what they know about students’ interests and needs. A family dinner for all wraps up the summer.

The second round of training sessions and visits comes in the first semester before the end of daylight saving time. The teachers explain to the parents where their child is academically and provide tools to increase their capacity to help their child. There is another family dinner, and sometimes there is a third round of visits in the spring.

A study by the St. Louis public school system last year of 616 home visits found that the third- to sixth-grade students involved had an increase in average math grades and that the grades of students not involved declined. A study of 586 home visits in the Maplewood Richmond Heights School District showed students involved had better attendance.


The key ingredient is parental involvement. The Wisconsin Council on Children and Families (Council) has a great policy brief on parental involvement.

In Parents As Partners in Early Education, the Council reports:

Researchers generally agree that parents and family are the primary influence on a child’s development. Parents, grandparents, foster parents and others who take on parenting

roles strongly affect language development, emotional growth, social skills and personality. High quality

early childhood programs engage parents as partners in early education, encouraging them to volunteer in programs, read to their children at home, or be involved in curriculum design. Good programs maintain strong communication with parents, learning more about the child from the family and working together with the family to meet each child’s needs. Some ECE programs include occasional home visits as a way of maintaining a relationship between the program and parents. These approaches are the more typical, standard way of involving parents in early childhood programs.


It is going to take coordination between not only education institutions, but a strong social support system to get many of children through school. This does not mean a large program directed from Washington. But, more resources at the local school level which allow discretion with accountability. For example, if I child is not coming to school because they have no shoes or winter coat, then the child gets new shoes and/or a coat. School breakfast and lunch programs must be supported and if necessary, expanded. Unfortunately, schools are now the early warning system for many families in crisis.

Dr. Wilda says this about that ©