Teacher/Family Partnerships for Student Learning: Lessons from Indian Education for All in Montana

Abstract

The article reports learning outcomes from a program aimed at creating partnerships among middle-school teachers and Native families in a western Montana urban school district involved in implementing the Indian Education for All Act. Student-learning outcomes are analyzed according to attendance in classes taught by teachers divided into three groups based on the extent to which their teacher participated in the program intervention. Six hundred fifteen students that could be matched for program-influenced learning completed preprogram and postprogram surveys conducted in 30 classes. Study findings indicate that the innovative parent-teacher partnership program had a varied impact in terms of net shifts in student knowledge and attitudes. Parent-teacher partnership initiatives are more likely to generate positive attitudinal outcomes than they are to produce content-based knowledge gains. These findings suggest that extensive involvement of Native parents in curricular partnerships with teachers can improve both Indian and non-Indian students' attitudes toward cultural others and Indian students' self-image and attitudes toward public school.