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About the PIRCs

Research and Evaluation Focus

This is an exciting time for the PIRCs and for parental involvement. More than ever before, parents are recognized as important partners in their children's education. PIRCs play a critical role in acting as state-wide resources and as a national think tank for parental involvement. As such, the PIRCs are incubators of innovation, who use research and experience to promote effective parental involvement practices across the country and to build knowledge in the field. In this spirit of innovation, the PIRCs have a strong commitment to using data and evaluation. In 2006, the PIRCs began working with the National PIRC Coordination Center to use a new and evolving approach to evaluation that is designed both to ensure the quality of PIRC services and to generate lessons about effective practices. All of the PIRCs are working toward collecting high-quality data on a number of legislated outcomes. In an exciting development, several PIRCs are conducting research studies that use robust methods to examine the effectiveness of specific parental involvement approaches. These studies will not only inform PIRC services, but they make an important contribution to the field and to parents and educators across the country.

Funding for the PIRC program as a whole has been discontinued by the US Department of Education. Therefore, most PIRC programs are no longer in operation although several are continuing with funding from other sources. You may contact PIRCs directly to determine their status.
Free Webinar Series
The U.S. Department of Education and its partners invite you to view the archive for the webinar, Bringing it All Together: Family and Community Engagement Policies in Action, which took place on November 16, 2011.

This is the ninth and final webinar in the series, Achieving Excellence and Innovation in Family, School, and Community Engagement.
United States Department of Education Funding for this project is provided by the U.S. Department of Education, contract number ED-04-CO-0039/0001. The content herein does not necessarily reflect the views of the U.S. Department of Education. Disclaimer