Bridging the Achievement Gap Through Family-Professinal Partnership: Project RAFT
Conference Year
January 2019
Abstract
A significant achievement gap exists in our current educational system between children who are from refugee families and children who are not. This achievement gap can be largely attributed to the lack of partnership within familial and professional relationships. This study seeks to understand the results of using the tool, "Project RAFT," to improve family-professional relationships within the child's education. This study will use a qualitative approach to gather data from interviews with participants to analyze the effectiveness of the implementation of this tool. This study is still in progress, however, our anticipated results are that the family will emphasize how difficult it is to be in communication with the child’s teachers. The implications of this study have the potential to be monumental as these results can be expanded and this tool can be shared with a plethora of other educators and families experiencing the same difficulties.
Primary Faculty Mentor Name
Shana Haines
Secondary Mentor Name
Cynthia Reyes
Status
Undergraduate
Student College
College of Education and Social Services
Second Student College
College of Education and Social Services
Program/Major
Elementary Education
Second Program/Major
Special Education
Primary Research Category
Social Sciences
Bridging the Achievement Gap Through Family-Professinal Partnership: Project RAFT
A significant achievement gap exists in our current educational system between children who are from refugee families and children who are not. This achievement gap can be largely attributed to the lack of partnership within familial and professional relationships. This study seeks to understand the results of using the tool, "Project RAFT," to improve family-professional relationships within the child's education. This study will use a qualitative approach to gather data from interviews with participants to analyze the effectiveness of the implementation of this tool. This study is still in progress, however, our anticipated results are that the family will emphasize how difficult it is to be in communication with the child’s teachers. The implications of this study have the potential to be monumental as these results can be expanded and this tool can be shared with a plethora of other educators and families experiencing the same difficulties.