"I strongly believe that if every man, woman, and child in America could read, write, and comprehend, we would be much closer to solving many of our nation's serious problems."

Introduction

The Barbara Bush Foundation for Family Literacy has funded almost 700 family literacy programs in 50 states including the District of Columbia since being launched by Barbara Bush in March 1989. Although sites, participants, and program designs vary, an analysis of reports from learners and literacy providers shows some very interesting similarities in "what works."

The findings were so consistent that we wanted to share them with other family literacy educators as well as with those who plan to design family literacy programs.

Lessons Learned is based largely on self-report, rather than on data resulting from structured research designs. However, keeping that caveat in mind, we believe that the information we've culled from these grantee reports can be useful in program design and implementation. We welcome your comments and suggestions.

Recruitment

Although a program may seem to be exactly what is needed by the community, experience shows that effective, targeted recruitment activities are necessary to bring in the participants. "Build it and they will come" won't usually work. Recruitment must be an active process.

Positive word-of-mouth resulting from a program that met and expanded learners' goals proved to be by far the most effective recruitment strategy. Adults may be somewhat fearful about enrolling in any new program, so home visits by peers or staff allow them to learn about the kinds of activities offered. Referrals by friends lessen the fear of the unknown and raise the comfort level of potential participants.

Other recruitment techniques that are used with some success include outreach by respected community organizations, children’s schools, and churches. Radio or television announcements, tables at community fairs, social activities designed to highlight and illustrate what participants may expect in a program, and brochures have also been used with some success. Since brochures may be somewhat intimidating to people with low literacy levels, the successful ones require a minimum of reading.

Many programs recruit with food related events- breakfast, lunch, snacks or potluck dinners - a real incentive for many families and a positive factor in both recruitment and retention.

Retention

Retention is an ongoing issue in most programs. Critical factors in retention center around overcoming "real world" barriers to attendance. Programs that are most successful in maintaining high retention rates provide services such as transportation, meals, quality child care, counseling, home visits by teachers, and social workers. Peer support groups are also effective in reaching out to potential drop-outs.

Programs that incorporate needs assessments have frameworks that participants view as useful to them and their children. Programs that value learner input and regularly recognize participant achievements maintain higher attendance rates, than those that do not.

Another significant factor in high retention rates, according to parents, is their children's insistence on going to school. Directors said parents’ commitment to literacy programs improved as they realized that they were meeting their own goals as their children were learning and growing too.

Participants also reported that fellow learners and staff provided a strong support system and became, in effect, an "extended family." Social events such as field trips, game nights, potluck meals, etc. with the family were important contributors to program cohesiveness.

Celebrate small victories to help bolster self-esteem and retention. Celebrations may include certificates for attendance or completion of a curriculum unit, gift books for parent or child, and graduation ceremonies.

Instruction, Curriculum, and Staff

Instruction, curriculum and staff are at the heart of any literacy program. The instructional design of many effective family literacy programs includes four integrated components: literacy instruction for parents, pre-reading activities for children, parent and child together time, and parent group time.

Effective programs include pre and post testing, specified goals and objectives, and the opportunity for learners to achieve their goals in all four component areas. Research-based curricula covering topics that are important to learners, are the most successful.

Parents often enjoy reading children’s books to their young children. The activity has a multiple impact. Parents who may be reluctant to read "out loud" if other adults can hear them, feel comfortable reading to a young child. The activity creates a bond between parent and child, and the child learns that reading is an important activity.

Because participants enter programs at varying reading levels, curricula have to be tailored to meet individual needs. Computerized instruction was found by many learners to be motivating and non-threatening. The fast results and positive reinforcement, inherent in computer-based instruction act as incentives to learning.

Learning to use computers is important to many families. Some programs bring families into a computer lab so parent and child can learn together.

Parent groups offer adults an opportunity to share their concerns about their children with other parents. Parents frequently express surprise that their peers feel as uncertain as they do in dealing with problems that affect their children. Many parents have never read to their children and find that doing so bolsters their self confidence. A familiar parent comment is "I wanted to help my child but didn’t know how."

Introducing family members to the public library and helping them get library cards is important. However, it is also necessary for family members to own books- books they take home and keep. Project directors often receive donations of books from individuals or groups and also may use RIF as an inexpensive means of purchasing them.

Successful programs have staff with expertise in early childhood and adult education as well as access to counselors, social workers, community liaison people, and other volunteers. Adult and early childhood staff work together in strong family literacy programs, integrating curriculum objectives to meet the needs of both adults and children.

An effective staff includes teachers who hold high standards for learners, and demonstrate sensitivity to the cultures of the participants, as well as, creativity, initiative, and commitment. Volunteers are used as tutors in many programs and also provide support services such as clerical or library assistance. Some programs also include mentors who might be former participants or members of the community.

Strong family literacy programs have ongoing staff development. Teachers meet regularly to discuss student progress and program goals and to make revisions, if necessary, in order to meet educational goals. As one director said, "We looked for a staff that possessed the ability to accept others as they are and to treat them as they are capable of becoming."

Evaluation

A good evaluation plan that includes regular assessments of progress benefits learners, whose confidence is strengthened by recognition of success, as well as the quality of the overall program.

Good program evaluation usually includes both quantitative and qualitative measures, i.e. standardized tests, staff observations and student self-assessment. Standardized instruments as well as parent and teacher observation are often used to evaluate program impact on the children. Some programs also use portfolio assessment.