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Family Engagement in Education Network Technical Report 2021

PERSPECTIVES FROM PARENTS IN OF , BUENOS AIRES,

Rebecca Winthrop

Mahsa Ershadi

FAMILY ENGAGEMENT IN EDUCATION NETWORK

In January 2020, the Center for Universal Education (CUE) at Brookings launched a new project focused on family and parent engagement in education.1 The project emerged

1 The suggested citation for this report is: Winthrop, R. & Ershadi, M. (2021, March). Family engagement in education network technical report: Perspectives from parents in the city of Buenos Aires, Argentina. Center for Universal Education at Brookings.

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out of CUE’s work on harnessing education innovations to inequality and help all young people, regardless of the community in which they are born, develop the full breadth of competencies and skills they will need to thrive in work, life, and citizenship in the 21st century. In 2019, CUE conducted consultations across 15 countries with 50 decisionmakers—from ministers of education to school leaders—that were focused on advancing teaching and learning strategies that supported whole child development, or as some call it, the development of academic plus 21st century skills. A recurring theme from the consultations was a desire of decisionmakers to have and better strategies for engaging parents and families. Together with 41 project collaborators across 10 countries, members of CUE’s Family Engagement in Education Network, CUE has been exploring what it takes to build strong family-school partnerships, especially in contexts striving to address inequality and deliver a broad suite of skills and competencies for their children.

EDUCATION IN ARGENTINA

The COVID-19 pandemic caused mandatory shutdowns and mass disruption of schooling worldwide. In Argentina, over 11 million students enrolled in grades equivalent to pre-kindergarten to grade 12 were affected (Ministerio de Educación, 2018). Educators responded to the crisis by rapidly suspending classes throughout the month of March 2020, shifting their in-class lessons online so that students could continue to learn remotely (Ministerio de Educatión, 2021). As a result, parents2 and families have been given a front row seat to how and what their children learn ‘in school,’ and academic outcomes and student success hinge on parent involvement now more than ever before. The coronavirus-related school aided in identifying educational problems and propelled new and necessary ways of teaching and learning to guarantee the right to education for all students (Ministerio de Educatión, 2021). Furthermore, the Ministry of Education of the City of Buenos Aires has implemented multiple innovative

2 We use the term “parent” throughout to denote a child’s parent, guardian, or caregiver. 2 Brookings Institution

initiatives designed to alleviate the burden of COVID-19 on families, including biweekly nutritional food basket deliveries through the Canastas Enscolar Nutrivita (CEN) program which includes breakfast, , and dinner, and aims to mitigate the risk of contagion (Buenos Aires Ciudad, 2021). Currently, the country’s 23 and the City of Buenos Aires are slated to begin a gradual process of sending children back to in-person schooling starting on March 1, 2021.

CITY OF BUENOS AIRES SCHOOOL DISTRICT

Schools

There are 1,371 schools in the City of Buenos Aires, serving children in preschool (inicial), primary (primario), and secondary (secundario) school. These schools serve over 700,000 students; around 353,000 students in state schools and 369,000 students in private schools (Ministerio de Educación, 2018). As of 2019, the rate of attendance for children ages 3-17 across schools in the City of Buenos Aires was 97.5% (“INDEC,” 2018).

In the 2018 results of the TESBA national standardized assessment of mathematics and literature, where around 99% of establishments were evaluated, approximately 76%- 86% of students in their third year of were able to successfully answer simple mathematics tasks, 55%-74% were able to successfully complete medium- difficulty tasks, and 34%-54% were able to complete difficult tasks. For the literature portion, a range of 76%-81% of students were able to complete tasks, 60%-75% for medium tasks, and 34%-60% for difficult tasks (“TESBA”, n.d.).

SURVEY OF PARENTS

From 29, 2020 to 8, 2020, CUE distributed a 39-item online survey to parents and caregivers of students enrolled in the City of Buenos Aires. A total of 2,782 primary caregivers responded to the survey. To collect data representative of the

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population in the City of Buenos Aires, we determined our sample size before commencing data collection by assuming that the student population in this jurisdiction was to the parent population, thus using a conservative approach, which dismissed the possibility of siblings. We set our confidence at 95% and margin of error at 5%, according to guidelines for research activities (Krejcie & Morgan, 1970). Based on our prior calculations, we aimed to collect 384 responses from primary caregivers in the City of Buenos Aires. All survey items were optional such that respondents could choose to provide a response to a question without having responded to a previous question. As a result, the response proportions per survey item options do not always sum to 100%.

SURVEY AVAILABLE UPON REQUEST

A selection of survey responses is presented below. The order in which the results are presented here does not reflect the order in which the respondents completed the questions on the survey. However, CUE will share the survey instrument upon request. Please send inquiries to: [email protected].

ACKNOWLEDGEMENTS

We would like to thank our project collaborators at the Ministry of Education of the City of Buenos Aires, without whom we would not have been able to conduct this survey.

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SURVEY FINDINGS

Parents’ beliefs on the purpose of school and perceived alignment with teachers

I believe that the most important purpose of school is: (sample size=1761)

45%

26%

14% Times Chosen (%) Chosen Times 10% 5%

To prepare students To help students gain To prepare students To prepare students Other for post-secondary self-knowledge for the workforce to be good citizens education

I believe that my child's educators believe that the most important purpose of school is: (sample size=1616) 33% 30%

15% 14%

8% Times Chosen (%) Chosen Times

To prepare students To help students gain To prepare students To prepare students Other for post-secondary self-knowledge for the workforce to be good citizens education

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Parents’ indicators of quality and perceived alignment with educators

I am satisfied with my child's education when my child is: (sample size=1674)

20% 19% 17% 15% 15%

14% Times Chosen (%) Chosen Times

Enjoying school Developing Being prepared Achieving at or Being given Getting good friendships and for post- above grade level opportunities to scores on social skills secondary participate in state/national education extra-curriculars standardized tests

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Parents’ sources of information

How do you react when something about your child's education bothers or upsets you? (sample size=1487)

52% 47%

35% 29%

18%

Times Chosen (%) Chosen Times 4%

3% 1% 1% 3%

Other

it.

concern.

board.

school.

social media. social

my child. my

concern.

I contact my child's my I contact

teacher to voice my voice to teacher

close friends. close

I contact my local my I contact

I post my concern on concern my I post

government officials. government

I don't do anything about anything do I don't

family members, and/or members, family

my /partner, other spouse/partner, my

administator to voice my voice to administator

I discuss my concern with concern my I discuss with concern my I discuss

I discuss my concern with concern my I discuss

other parents at my child's my at parents other I contact my child's school child's my I contact I contact my child's school child's my I contact

What influences your perspective about what makes for a good quality education for your child? (sample size=1296)

69% 61% 58% 59%

43% 39% 29%

23%

Times Chosen (%) Chosen Times

The media The

parents

leaders

officials

educators

society leaders society

The opinions of my of opinions The

The opinions of other of opinions The

education community education

The opinions of my civil my of opinions The

The criteria required for required criteria The

postsecondary education postsecondary

The opinions of my child's my of opinions The Relevant scientific findings scientific Relevant The opinions of my elected my of opinions The 7 Brookings Institution

Parents’ trust of and perceived alignment with teachers

My child’s teachers share my beliefs about what makes a good education (sample size=1426)

26% 25% 24%

15%

Times Chosen (%) Chosen Times 7%

3%

0 1 2 3 4 5 Strongly disagree Axis Title Strongly agree

My child's teachers are receptive to my input and suggestions (sample size=1453)

29%

25% 22%

14% Times Chosen (%) Chosen Times 6% 3%

0 1 2 3 4 5 Axis Title Strongly disagree Strongly agree

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Parents’ opinions on pedagogy

In the last two weeks, what have you communicated to your child’s teacher about? (sample size=1819) 55%

18% 14% Times Chosen (%) Chosen Times 13% 7% 8% 5%

2% 1%

Other

Attendance

Behavior/Discipline

learning

Academic performance Academic

child prefers child

learning activities learning

Concern about interruptions to interruptions about Concern

education because of COVID-19 of because education

Child’s engagement in in assigned engagement Child’s

Types of learning activities that my that activities learning of Types

I have not communicated with my with communicated not I have Technical issues related to distance to related issues Technical child's teacher in the last two weeks. two last in the teacher child's

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In the last two weeks, how are your child's teachers continuing to teach right now? (sample size=2040)

47%

37% 34% 32% 31%

23% Times Chosen (%) Chosen Times 11% 11%

6% 5% 4% 5%

2%

Other

Hands-on activities Hands-on

own

Educational TV or radio programs radio or TV Educational

review on their own their on review

as schools are not closed not are schools as

students to use on their own their on use to students student each with hours office

happen in live classrooms live in happen

Education games either online or offline or online either games Education

School is offering extracurricular activities extracurricular offering is School

offer instructions for assignments for instructions offer

Teachers are offering individual sessions and/or sessions individual offering are Teachers

Teachers are not teaching during school closures school during teaching not are Teachers

Through state or private educational websites for websites educational private or state Through

Recorded lessons by or audio for students to students for audio or by video lessons Recorded

Virtual classrooms, where teachers and students and teachers where classrooms, Virtual

Virtual check-in meetings, where teachers regularly teachers where meetings, check-in Virtual

video conference with students to briefly connect or connect briefly to students with conference video

Teachers are providing normal classroom instruction classroom normal providing are Teachers Homework packets for students to complete on their on complete to for students packets Homework video conference together to learn in ways that would that ways in learn to together conference video

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How is your child spending the majority of their time right now? (sample size=1952) 37% 35%

28% Times Chosen (%) Chosen Times

Engaging in self-initiated activities Engaging in teacher-assigned Engaging in parent-initiated activities activities

When you think about the different ways in which your child is or was learning during their school closure, which are you the MOST satisfied with? (sample size=1889)

52% 48% 49%

35% 32% 29% 26%

18% 14% 15%

Times Chosen (%) Chosen Times 8% 7%

Other

activities

meetings

family

websites

lessons

Learning through playing through Learning

Learning through hands-on through Learning

Engaging in virtual check-in virtual in Engaging

Learning from helping at home at helping from Learning

Completing homework packets homework Completing

Engaging in virtual classrooms virtual in Engaging

Learning from education-focused from Learning

Learning by shows on TV or radio or TV on shows by Learning

Engaging in discussions with their with discussions in Engaging Learning by online or offline games offline or online by Learning Engaging in recorded video or audio or video recorded in Engaging

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When you think about the different ways in which your child is or was learning during their school closure, which are you the LEAST satisfied with? (sample size=1543)

22% 20% 20% 20%

15% 13% 14% 13% 11% 12%

9% 9%

Times Chosen (%) Chosen Times

Other

packets

home

radio

games

teachers

teachers

meetings

focused websites focused

Completing homework Completing

and/or other family… other and/or

Engaging in virtual in Engaging

activities assigned by assigned activities

or audio lessons from lessons audio or

Learning from helping at helping from Learning

Learning from education- from Learning

Learning through playing through Learning

Engaging in discussions in Engaging

with their parents, siblings, parents, their with

Learning through hands-on through Learning

Engaging in recorded video recorded in Engaging

classrooms with teachers with classrooms

Learning by online or offline or online by Learning

Engaging in virtual check-in virtual in Engaging and classmates in real time real in classmates and Learning by shows on TV or TV on shows by Learning

How engaged is your child with the activities their teacher has assigned? (sample size=1504)

48%

33%

12% Times Chosen (%) Chosen Times 5% 1%

Highly engaged: Somewhat engaged: Not engaged: my No work assigned Unsure how engaged assigned activities my child takes a real child finds the my child is with their both maintain my interest in some assigned work boring learning exercises child’s interest and assignments, though or too challenging to help them develop some are not as stimulate an interest further skills stimulating in learning

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I believe that my child's educators (e.g. school administrators and teachers) are satisfied with their students' education when their students are: (sample size=1468) 19% 18% 18% 17% 15%

13% Times Chosen (%) Chosen Times

Achieving at or Being prepared Getting good Enjoying school Developing Being given above grade level for post- scores on friendships and opportunities to secondary state/national social skills participate in education standardized extra-curriculars tests

With regards to your child’s education right now, what worries you the most? (sample size=1518) 33%

27%

19%

16% Times Chosen (%) Chosen Times 6%

That my child is That my child is That my child is That my child is or will Other falling behind missing out on unengaged with their have difficulty academically. opportunities to schooling right now. readjusting to school. socialize with his/her friends.

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Demographics of survey respondents from the city of Buenos Aires

Are you your child’s primary caregiver? (sample size=1347)

96% Times Chosen (%) Chosen Times

4%

Yes No

How many children do you have who are currently in preschool through grade 12 in school and live at home with you? (sample size=2387) 4+ - 7%

3 -11%

1 - 48%

2 -37%

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In which grade is your oldest child who is enrolled in school (preschool to grade 12)? (sample size=2261)

14% 13% 13% 13% 11%

5% 5% 5% 5%

4% 4% 4% 4% Times Chosen (%) Chosen Times

1%

Grade 1 (typically 6 - 7 years old) years - 7 6 (typically 1 Grade old) years - 8 7 (typically 2 Grade old) years - 9 8 (typically 3 Grade

also includes the last year of… year last the includes also

Grade 4 (typically 9 - 10 years old) years 10 - 9 (typically 4 Grade

Preschool (typically 4 - 5 years old) 5 years 4 - (typically Preschool

Grade 5 (typically 10 - 11 years old) years - 11 10 (typically 5 Grade old) years - 12 11 (typically 6 Grade old) years - 13 12 (typically 7 Grade old) years - 14 13 (typically 8 Grade old) years - 15 14 (typically 9 Grade

Grade 11 (typically 16 - 17 years old) years 17 - 16 (typically 11 Grade Grade 10 (typically 15 - 16 years old) years - 16 15 (typically 10 Grade Grade 12 (typically 17 - 18 years old - old years 18 - 17 (typically 12 Grade Kindergarten (typically 5 - 6 years old) 6years 5- (typically Kindergarten

During your child's school closure, are or were you mainly home (whether employed or unemployed) or are or were you mainly working from outside your home? (sample size=1351) 84%

16% Ttimes Chosen (%) Chosen Ttimes

I am or was mainly home. I am or was mainly working from outside of my home.

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In what type of school is your child enrolled? (sample size=1345)

74%

Times Chosen (%) Chosen Times 14% 7% 5%

Public School Secular School Private Religious School Other

In what grade(s) is/are all your school aged children? (sample size=1321)

21%

17% 15% 15% 12% 10% 10% 10% 8% 8% 8% 7% 7%

6%

Times Chosen (%) Chosen Times

Grade 1 (typically 6 - 7 years old) years - 7 6 (typically 1 Grade old) years - 8 7 (typically 2 Grade old) years - 9 8 (typically 3 Grade

also includes the last year of… year last the includes also

Grade 4 (typically 9 - 10 years old) years - 10 9 (typically 4 Grade

Preschool (typically 4 - 5 years old) 5 years 4 - (typically Preschool

Grade 5 (typically 10 - 11 years old) years - 11 10 (typically 5 Grade old) years - 12 11 (typically 6 Grade old) years - 13 12 (typically 7 Grade old) years - 14 13 (typically 8 Grade old) years - 15 14 (typically 9 Grade

Grade 10 (typically 15 - 16 years old) years 16 - 15 (typically 10 Grade Grade 11 (typically 16 - 17 years old) years - 17 16 (typically 11 Grade Grade 12 (typically 17 - 18 years old - old years - 18 17 (typically 12 Grade Kindergarten (typically 5 - 6 years old) 6years 5- (typically Kindergarten

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Has your child been diagnosed with any of the following? (sample size=1082)

70%

Times Chosen (%) Chosen Times 8% 7% 9% 5% 3%

2% 1% 0% 0% 1%

Other

Not applicable Not

impairment

Visual impairment Visual

Multiple disabilities Multiple

Speech or language or Speech

Hearing impairment Hearing

developmental delay developmental

I prefer not to respond to not I prefer

Emotional disturbance Emotional

Intellectual disability or disability Intellectual Specific learning disability learning Specific Autism Spectrum Disorder Spectrum Autism

What is your highest level of education attained? (sample size=1317)

21% 20% 18%

12% 11%

8% 6%

Times Chosen (%) Chosen Times 4%

Other

diploma

equivalency

Bachelor’s degree Bachelor’s

Vocational training Vocational

Post-graduate degree Post-graduate

I prefer not to respond to not I prefer

High school diploma or diploma school High Less than a high school high a than Less Some college, no degree no college, Some

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What is your relationship to your oldest child? (sample size=1356)

83% Times Chosen (%) Chosen Times

12% 4% 1% 0% 0%

Mother Father Grandmother Grandfather Tutor Other

What is your current employment status? (sample size=1332)

40%

19%

18% Times Chosen (%) Chosen Times

9% 7% 4% 1%

Employed full- Employed part- Student Homemaker Retired Unemployed Other time time

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Do you have internet access from your home? (sample size=1347)

94% Times Counted (%) Counted Times

6%

Yes No

Does your child have access to a computer or tablet for school work? (sample size=1337)

88% Times Counted (%) Counted Times

12%

Yes No

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In which commune is your child's school located? (sample size=1124)

21%

14%

12%

9%

Times Chosen (%) Chosen Times 8% 7% 6% 6%

4% 4% 4%

2% 2% 2% 1%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

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Parents’ satisfaction with their children’s education

How would you rate the education that your child is getting from their school right now? (sample size=2189)

Poor - 5% Excellent - 13%

Not so good - 16%

Pretty good - 28%

Just okay - 38%

At the time of this survey, how satisfied are you with your child’s education? (sample size=1801)

27%

22% 19%

13% 12%

Times Chosen (%) Chosen Times 6%

0 1 2 3 4 5 Axis Title Not satisfied at Extremely satisfied

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At the time of this survey, how happy is your child with their education? (sample size=1846)

28%

21% 21%

13%

9%

8% Times Chosen (%) Chosen Times

0 1 2 3 4 5 Not happy at all Axis Title Extremely happy

How well do you believe your child is doing academically right now? (sample size=2167)

31% 30%

17%

15% Ttimes Chosen (%) Chosen Ttimes

4% 3%

0 1 2 3 4 5 My child is struggling academically Axis Title My child is excelling academically

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References

Buenos Aires Ciudad (2018). Evaluatión TESBA Informe 2018. Retrieved 26, 2020 from Buenos Aires Ciudad (2021, March). Segunda entrega de la Escolar Nutrivita del ciclo lectivo 2021. Retrieved March 2, 2020 from https://www.buenosaires.gob.ar/educacion/noticias/segunda- entrega-de-la-canasta-escolar-nutritiva-del-ciclo-lectivo-2021.

Buenos Aires Ciudad (n.d.). TESBA. Retrieved February 26, 2020 from https://el2fc3jkw2cbtndrcasxdeu3li-jj2cvlaia66be-www-buenosaires-gob- ar.translate.goog/calidadyequidadeducativa/evaluacion/tesba.

INDEC (2018). Instituto Nacional de Estadística y Censos: Republica Argentina, Sistema educativo. Retrieved February 26, 2020 from https://www.indec.gob.ar/indec/web/Nivel3-Tema-4-33.

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.

Ministerio de Educación, Cultura, Ciencia y Tecnología & Secretaría de Innovación y Calidad Educativa. (2018). Dirección Nacional de Planeamiento de Políticas Educativas. Dirección de Información y Estadística Educativa. Red Federal de Información Educativa. Relevamiento Anual 2018. Retrieved February 26, 2020 from https://www.argentina.gob.ar/sites/default/files/anuario-estadistico- datos-2018-web.pdf.

Ministerio de Educatión, Argentina (2021). La Escuela 2021; Compromiso y Transformación. Retrieved February 26, 2020 from https://www.argentina.gob.ar/sites/default/files/29-11- 20_la_escuela_2021_-_compromiso_y_transformacion.pdf.

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Ministerio de y Finanzas GCBA, Dirección General de Estadística y Censos (2018) Anuario de Estadística Educative de la Ciudad Autónoma de Buenos Aires (2019). Retrieved February 26, 2020 from https://www.argentina.gob.ar/sites/default/files/anuario-estadistico- datos-2018-web.pdf.

Winthrop, R. (2020, 30). Parents, education, and cross- sharing: Introducing our Family Engagement in Education project collaborators. Brookings Institution. https://www.brookings.edu/blog/education-plus- development/2020/10/30/parents-education-and-cross-border-sharing- introducing-our-family-engagement-in-education-project-collaborators/.

Winthrop, R., Barton A., & McGivney, E. (2018, June 5). Leapfrogging inequality: Remaking education to help young people thrive. Brookings Institution Press.

World Population Review (2021), Argentina. Retrieved February 26, 2020 from https://worldpopulationreview.com/world-cities/buenos-aires-population.

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