How much is too much?

Recently Cindy Seibel wrote a post asking the question “Can there be too much information for parents?” (you can read her post “Is it ever too much?” here and read the original story in the NY Times “I know what you did in Math Classhere)

As a parent interested in engaging other parents in our education system I wondered if these web service companies would go beyond what a parent would need to assess their own child’s performance – could they be used to increase the involvement of parents in schools, and ultimately to engage parents in school improvement planning? I decided to explore a few of these commercial school data systems and as in everything I found there is a wide variety of services – some simply offer parents access to information on grades, homework, and attendance, while others go much further and provide tools for multi-level communication and collaboration.   

Those of us involved in education governance often discuss the role of communication in increasing parent involvement/engagement, we talk about the processof communication.  Some of us see great potential in using web technology to improve this process – to reach more people where they are, when they want and how they want. Web tools such as blogs, wikis, nings and webcasts provide us with a lot of options for reaching parents (and many of them are free!). So in the absence of an integrated school community management system accessible to parents these tools could be quite useful.

But what kind of information should we be sharing to improve collaboration? What do parents need to know and discuss in order to be engaged in schools?

In my province we are a long way from finding that tipping point from enough information to too much.  A large number of parents I talk to do not feel really connected to what is happening with their child in the classroom, and fewer are aware of what is happening educationally on a school wide basis. They want to have more frequent contact with classroom teachers as well as school administrators. Until parents feel there is adequate communication with teachers and principals can we really expect them to feel comfortable in a open, collaborative school improvement process?

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