Dec 6, 2016
Whether they are interacting with students or partnering with family and teachers, the approaches that principals take to supporting students in kindergarten through grade 12 (K–12) matter for students. This report presents insights from parents about ways principals can support students' academic success and well-being and actions principals can take that align with national standards for equitable and culturally responsive school leadership.
Interviews with Parents to Support Equitable and Culturally Responsive Leadership
Published Sep 28, 2023
Whether principals are supporting students directly, providing resources, or partnering with families and teachers, the approaches that they take to ensuring that all students in kindergarten through grade 12 (K–12) have what they need to achieve academic success and well-being matter for students. As public schools become more diverse and as the challenges confronting students become increasingly complex, so too grows the need for equitable and culturally responsive school leadership. Equitable and culturally responsive leadership requires principals to know who their students are, what each student needs, and how to meet these needs.
To explore the beliefs that parents have about how K–12 principals can best support the academic success and well-being of their children, the authors of this report conducted in-depth interviews with parents from diverse backgrounds and regions across the United States. Participants were recruited from RAND's American Life Panel. Parents and family members have unique insight into their children's cultural backgrounds, individual challenges and strengths, and community contexts. This report is part of a broader effort by the National Policy Board for Education Administration to help principals practice equitable and culturally responsive leadership.