Sartorette Hispanic Student Achievement and Family Engagement Program
Cambrian School District
Historically, the Hispanic student achievement gap widened at Cambrian School District’s Title I Sartorette Elementary as family engagement dwindled. Sartorette’s Hispanic Student Achievement & Family Engagement Program is a holistic approach tackling the challenges of both, understanding their relationship is reciprocal.
Using the principles of cultural responsiveness, data-driven decisions, collaboration, and family engagement, staff worked with Hispanic parent leaders to combine best instructional practices with strategic family outreach. Student voice, compassion, and cultural empathy were integrated into optimal teaching methods for academic achievement. For engagement, Hispanic families shared their stories as staff worked to satisfy each family’s needs. In one year, astounding results showed Hispanic students at/above grade level in ELA state testing increased >19%, Hispanic achievement gap reduced 17%, and volunteer hours from a core group of Hispanic parents increased 662%.
Program Summary
The achievement gap for California’s Hispanic students is well documented and historically evident at Sartorette Elementary. For years, we watched the Hispanic student population become the largest student group while the achievement gap between Hispanic and non-Hispanic students widened. Studies show parent engagement in school boosts their child’s academic achievement, but as the Hispanic student population rose, we saw the number of parents involved in our Home & School Club (HSC), our version of a PTA, decline with few Hispanic parents involved.
Sartorette’s goal of a Hispanic Student Achievement & Family Engagement Program has been to increase the number of Hispanic students at/above grade level on state testing, decrease the Hispanic achievement gap on state testing, and increase Hispanic family engagement at the school. These goals align with the district’s LCAP goals of high academic achievement and strong parent & community engagement. The goal also links with state priority 3: parental involvement and priority 4: pupil achievement.
Equity and inclusion (E&I) are the lenses that filter our school’s decision-making, giving each student what they need when they need it. We hold professional development weekly to improve E&I within instructional practices for all students. Differentiated instruction meets each student where they are at while valuing the knowledge and background each brings into the classroom. Staff and families collaborate toward a common good.
Program Goals
At approximately 40%, Hispanic students make up the largest student population at Sartorette. Historically, the achievement gap for Hispanics versus non-Hispanics at the school has been wide. Similarly, Hispanic family engagement has been exceedingly low, disproportionate to Sartorette’s Hispanic population.
District and site level assessments helped site educators develop data-driven prescriptive academic supports and monitor Hispanic student progress. This strategic work led staff to anticipate a decrease in the achievement gap for state testing. However, we were unprepared for the extent of difference state testing results showed.
From 2023 to 2024, CAASPP state testing results in English Language Arts changed dramatically.
Increased Hispanic students at/above grade level from 22% to 41%
Narrowed Hispanic achievement gap from 42% to 25%
The intentional work also brought other positive student outcomes. Chronic absenteeism consisted mostly of Hispanic students and reduced from approx. 14% in ‘22 to 10% in ‘24. School Climate Student Survey results over the years show improvement in key areas. For example, students reporting “I like school” went from 69% spring ‘22 to 96% Feb. ‘24. In the same time period, responses to “I try my best to do well in school” went from 73% to 97%. Hispanic families led new 5th grade science camp fundraising efforts that allowed students to attend camp at a much lower cost.
Impact on Students
The program has been in practice for over two years. Ongoing funding is provided annually for student academic achievement using general and supplemental funds within the school budget. LCAP goals and budgetary needs are determined through a collaboration of the school staff and parent community.
Ongoing funding for parent engagement is sustained primarily through the Home & School Club. They raise funds needed ahead of time to support programs and events.
After witnessing and/or experiencing the academic and community-building impact of the program, support from the school community (students, staff, parents, families, district leaders, and the school board of trustees) is very strong for continuing to maintain progress and growth. The momentum created by overwhelming Hispanic student academic achievement and revitalized Hispanic family engagement are both high priorities to continue and increase as word of mouth among families and staff, as strategic focus for professional collaboration and instruction, as a target within HSC planning, and as LCAP goals for the school.
Throughout the ongoing success of Sartorette’s program, the superintendent has shared with school board members, cabinet, and principals the intention of duplicating Sartorette’s Hispanic Student Achievement and Family Engagement Program at other school sites with a high Hispanic student population, a significant Hispanic student achievement gap, and low Hispanic parent engagement.
Sustainability
Innovatively holistic, this program recognizes student achievement and family engagement are intertwined. Non-Hispanic staff understood that gaining trust from a cultural community to which they do not belong required the help of a Hispanic parent leader who believed in the goal as they did. From her, staff learned about Hispanic culture and planned how to accomplish the goal, combining best instructional practices with focused Hispanic family outreach.
The school held a Hispanic Family Social with homemade ethnic food and testimonials by a couple who shared their Hispanic upbringings of vastly different family attitudes toward school. The parent leader met with each of the families to hear their stories, ask what they needed from the school, and explain how they could help support their child and the school.
The leader and staff then planned how to satisfy each family’s needs, leading to: separate Hispanic Family Home & School Club, Hispanic parent ESL classes at Sartorette, new family events, record-breaking fundraisers, hiring Hispanic parents on staff, and ultimately uniting the Home & School Clubs to one with a Hispanic co-president and board Secretary. Hispanic families and students thrived at school with confidence and academic successes never seen before. The principal’s greatest moment was when a shy non-English speaking Hispanic parent who would never look her in the eyes, embraced her with pride after raising over $600 for the school in under an hour.
Innovation
We do not have evidence that the program exists elsewhere, yet it is undoubtedly replicable with will and drive by a cohesive team. The holistic approach requires the application of known effective strategies for instruction and parent engagement. To improve Hispanic student academic achievement, best instructional practices must be combined with student voice, compassion, and cultural empathy. To improve, parent/family engagement must also give space for people to share their stories, and staff and volunteers must work together to fulfill the needs families express by sharing their stories.
All of this requires additional time and effort by staff and a small core group of parent leaders, on top of practices already in place serving all students and the school community. The work is within reason, and the immediate gratification of results with every step is celebratory fuel that fills the professional “why” behind becoming educators and the “why” for being a volunteer school community leader.
This school year, we are expanding the program to continue our work with Hispanic families. After Hispanics, the Asian student population is the next highest at Sartorette. The largest population of those who identify as Asian are Asian Indians who have very little representation of parent engagement at the school. Enlisting proven effective practices utilized in our Hispanic outreach, Asian Indians will be the target of outreach efforts this school year.
Replicability
Supporting Data & Info
Video of Program
