Navigating The Dual Capacity-Building Framework for Family-School Partnerships
Developed by the U.S. Department of Education and Harvard Graduate School of Education’s Dr. Karen Mapp, the Dual Capacity-Building Framework for Family-School Partnerships recommends best practices to develop strong partnerships in effectively raising student achievement and school improvement.
The videos below will assist educators in navigating framework components required to ensure that home, school, and community work together toward consistent learning and positive developmental outcomes for all students.
Scholastic FACE (Family and Community Engagement) offers tools, resources, and strategies that align to the Dual Capacity-Building Framework.
To learn more, click here.
Introduction to
The Dual Capacity-Building Framework
The
Challenge
Lack of opportunities
for School/
Program Staff to
build the capacity
for partnerships 
Ineffective
Family-School
Partnerships
Lack of
opportunities for
Families to build
the capacity for
partnerships
Opportunity
Conditions
Process Conditions
- Linked to learning
- Relational
- Development vs. service orientation
- Collaborative
- Interactive 
Organizational Conditions
- Systemic: across the organization
- Intergrated: embedded in all
programs
- Sustained: with resources and
infrastructure 
Policy and
Program
Goals
To build and enhance the capacity of staff/families in the "4 C" areas:
- Capabilities (skills and knowledge)
- Connections (networks)
- Cognition (beliefs, values)
- Confidence (self-efficency)
Family
and Staff
Capacity
Outcomes
School and Program
Staff who can
- Honor and recognize
families’ funds of
knowledge
- Connect family
engagement to
student learning
- Create welcoming,
inviting cultures 
Effective
Family-School
Partnerships
Supporting Student Achievement
& School
Improvement
Families who can negotiate multiple roles
- Supporters
- Encouragers
- Monitors
- Advocates
- Decision Makers
- Collaborators
From Partners in Education by Dr. Karen L. Mapp and Paul J. Kuttner. Copyright © 2013 by SEDL, an affiliate of American Institutes for Research. Used by permission.
