Family Engagement: Overview

Over 50 years of research links the various roles that families play in a child’s education—as supporters of learning, encouragers of ... [self] determination, models of lifelong learning, and advocates of proper programming and placements for their child—with indicators of student achievement including student grades, achievement test scores, lower drop-out rates, students’ sense of personal competence and efficacy for learning, and students’ beliefs about the importance of education.

Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships1


Why is MTSS  Rhode Island using the Dual Capacity-Building Framework for Family-School Partnerships (Version 2)? 

"Based on existing research and best practices, the Dual Capacity-Building Framework for Family-School Partnerships (Version 2) is designed to support the development of family engagement strategies, policies, and programs. It is not a blueprint for engagement initiatives, which must be designed to fit the particular contexts in which they are carried out. Instead, the Framework should be seen as a compass, laying out the goals and conditions necessary to chart a path toward effective family engagement efforts that are linked to student achievement and school improvement" (Mapp & Bergman, 2019).

The foundation for the Dual Capacity-Building Framework for Family-School Partnerships (Mapp & Kuttner, 2013; Mapp & Bergman, 2019) is built on the knowledge that collaborative family-school partnerships can lead to improved student outcomes, but only when both schools and families have the capacity to engage effectively. Because effective family engagement results in indicators of student achievement, we believe that family engagement is a critical component of multi-tiered systems of support (MTSS) and systems change to support improved student outcomes. This evidence-based framework for improving family-school partnerships is also aligned with the Title I, Part A Parent and Family Engagement Toolkit from the Rhode Island Department of Education (RIDE).

In each of the sections at the bottom of this page, you will be able to access information about how the Dual Capacity-Building Framework for Family-School Partnerships aligns with the MTSS  framework and resources to support implementation in your buildings. 


The Dual Capacity-Building Framework for Family-School Partnerships (Version 2)2 outlines the challenges facing effective family-school partnerships, the essential conditions necessary for partnerships, how to set and measure family engagement goals, and capacity outcomes for both schools and families. 

Interested in learning more about the Dual Capacity-Building Framework for Family-School Partnerships (Version 2) from one of its authors Karen Mapp? Watch this five minute video to hear more.



Explore how elements of MTSS support and align with Dual Capacity-Building Framework for Family-School Partnerships.


The Challenge

Learn more about the reasons why educators and families struggle to build trusting and effective partnerships.

Read More

Essential Conditions

Review research-based guidance for best practice to cultivate and sustain partnerships.

Read More

Policy and Program Goals

What does successful family-school engagement look like and how do you measure it?

Read More

Capacity Outcomes

Improvements in capacity lead to educators and families working in mutually supportive ways, leading to student and school improvements.

Read More

From the United States Department of Education. Mapp, K. L., & Kuttner, P. J. (2013). Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships. Internet. Available from https://www2.ed.gov/documents/family-community/partners-education.pdf; accessed 10 February 2021.

2 From Mapp, K.L. & Bergman, E. (2019). Dual capacity-building framework for family-school partnerships (Version 2). Retrieved from: www.dualcapacity.org.

Last modified: Monday, May 3, 2021, 9:43 AM