The Communication Gap
Research shows that 70% of parents want more information about their children's academic progress, yet only 30% feel they fully understand the assessment reports they receive. Bridging this gap isn't about dumbing down data—it's about translating it into language that informs action.
The report came home in Marcus's backpack: "RIT 198, Percentile 42, CGP 67, Met Projected Growth: Yes." His mother, Elena, stared at it for several minutes before texting her sister: "Am I supposed to understand this? Is this good or bad?"
Elena isn't unusual. Assessment reports designed by psychometricians for educators often leave families confused and disconnected. The data is rich with information—but information only helps if it's understood.
Effective family communication about growth data serves multiple purposes. It keeps families informed about their children's progress. It builds trust between home and school. It enables families to support learning at home. And it creates the partnership that research consistently links to improved student outcomes.
Principles of Effective Communication
Before diving into specific strategies, consider the principles that guide effective family communication about academic data:
Start with the Child, Not the Numbers
Families care about their children first, data second. Lead with what the data means for their child: "Maria is reading at grade level and making strong progress" before "Her RIT score is 205 with a growth percentile of 65."
Provide Context for Every Number
A number without context is meaningless. "RIT 198" means nothing. "RIT 198, which means she's performing right at the national average for third-graders" provides meaning. Every number shared needs a frame of reference.
Balance Honesty with Hope
When students are struggling, families deserve honest information. But honesty doesn't mean hopelessness. "Your son is behind grade level" is honest but incomplete. "Your son is behind grade level, and here's what we're doing to help him catch up" maintains honesty while providing hope and direction.
Connect Data to Action
Data that doesn't lead anywhere doesn't help anyone. Every communication should include what the school is doing in response to the data and what families can do to support learning. Information without action pathways is just noise.
Assume Intelligence, Not Prior Knowledge
Families may not know educational jargon, but they're capable of understanding complex information when it's explained clearly. Don't oversimplify to the point of meaninglessness, but don't assume prior knowledge of terms like "percentile" or "standard deviation."
SCGP Growth Tracking
Track student growth percentiles and measure academic progress with Michigan's SCGP methodology.
Explaining Key Concepts
Certain growth data concepts require explanation for most families. Here are accessible ways to explain common metrics:
Explaining Growth Metrics to Families
Growth vs. Achievement
"Achievement tells us where your child is right now—like a snapshot. Growth tells us how far they've come—like watching a movie. Both are important. A student can be behind but growing fast, which means they're catching up. Or they can be ahead but not growing, which means they're coasting."
Percentile
"Percentile tells us how your child compares to other students in the same grade nationally. If your daughter is at the 65th percentile, she's doing better than 65 out of 100 students her age. The 50th percentile is right in the middle—average."
Growth Percentile
"Growth percentile compares how much your child grew to how much other students who started at the same place grew. If your son is at the 70th growth percentile, he grew more than 70 out of 100 students who started the year at the same level."
Typical Growth / Projection
"The projection is what students who start at your child's level typically achieve by the end of the year. It's based on millions of students. If your child 'meets projection,' they're growing at the typical rate. If they exceed it, they're growing faster than average."
RIT Score
"The RIT score measures your child's skill level. Unlike grades, which restart each year, RIT scores are on a continuous scale. This means we can track exactly how much your child has grown from fall to spring, or from year to year."
Communication Formats
Different situations call for different communication approaches:
Written Reports
Most assessment systems generate automated reports that go home to families. These reports are often dense and technical. Consider:
Creating a family-friendly cover sheet that summarizes key findings in plain language before the detailed report.
Including a glossary that defines terms used in the report.
Adding interpretation guides that help families understand what different numbers mean.
Providing specific next steps tied to the results.
Conferences
Parent-teacher conferences offer opportunity for deeper discussion. Effective conference communication:
Shows, doesn't just tell. Use visual displays—growth charts, trajectories over time, comparison to goals—that families can see and understand.
Prepares families in advance. Send home a brief explanation of what will be discussed, with key vocabulary, before the conference.
Allows time for questions. Data discussions can raise concerns and questions that need addressing.
Ends with action. Conclude with specific steps the school will take and ways families can help.
Digital Portals
Many districts now provide family portals with assessment data. These can be powerful but often overwhelm families with unexplained numbers. Effective portals:
Lead with plain-language summaries before detailed data.
Include embedded explanations—click to learn what a metric means.
Show visual representations of growth over time.
Connect to resources families can use to support learning.
Cohort Analysis
Compare student cohorts over time and identify trends across grade levels and demographics.
Communicating Difficult News
When data shows a student is struggling, communication becomes more delicate. Families may feel defensive, discouraged, or confused. Effective approaches include:
Acknowledge the Whole Child
Before discussing concerning data, acknowledge strengths. "Michael is a kind and curious student who works hard in class. I want to talk about some challenges we're seeing in reading and what we're doing to help."
Be Direct but Compassionate
Don't bury concerning information in euphemisms. Families deserve clear understanding of where their children stand. But deliver difficult news with compassion and a clear message that the school is committed to helping.
Focus on Actions, Not Labels
"Your daughter is below grade level" can feel like a judgment. "Your daughter is working on skills that most students master in second grade, and we're providing extra support to help her catch up" focuses on action rather than label.
Maintain High Expectations
Families need to know that the school believes their child can succeed. "With the right support, there's no reason Marcus can't close this gap. Here's what we're doing, and here's how you can help."
Invite Partnership
Position families as partners, not audiences. "We want to work together on this. What insights can you share about what helps Sophie learn? What questions do you have?"
Language Matters
The specific words used in growth data communication affect how messages are received:
Language Choices for Family Communication
Instead of:
"Your child failed to meet standards"
Try:
"Your child is still developing these skills and needs more support"
Instead of:
"Your child is performing at the 20th percentile"
Try:
"Your child is working on skills that most students master about a year earlier, which is why we've added extra support"
Instead of:
"Your child didn't meet growth expectations"
Try:
"Your child grew 6 points this year; we were hoping for 8, so we're adjusting our approach"
Instead of:
"You need to work with your child more at home"
Try:
"Here are some ways you can reinforce what we're doing in class"
Supporting Home Actions
Effective communication doesn't just inform—it empowers action. Based on growth data, families can:
Support specific skills. If a student is struggling with reading fluency, suggest specific activities like paired reading or repeated reading of familiar texts.
Reinforce learning habits. If a student isn't growing as expected, discuss homework routines, reading time, and learning environment at home.
Monitor progress. Help families understand what to look for as indicators of progress, beyond the formal assessment data.
Celebrate growth. When students are growing well, encourage families to acknowledge and celebrate that progress.
Addressing Common Family Concerns
Families often have predictable questions and concerns about growth data:
"Why isn't my child at grade level?"
Focus on the individual child's trajectory rather than comparison. Explain what "grade level" means, acknowledge the gap honestly, and emphasize what's being done to support progress.
"Is this test accurate?"
Acknowledge that no single test is perfect, but explain how this data fits with other information about the student. If classroom performance and assessment data align, that builds confidence in both.
"What does this mean for my child's future?"
Resist predicting long-term outcomes from current data. Emphasize that growth can accelerate with the right support, and that current struggles don't determine future success.
"Why is my child being compared to others?"
Explain that comparisons help identify who needs more support and ensure all students are growing. Emphasize that the goal isn't ranking but ensuring every child makes progress.
Success Stories
See how Michigan charter schools are achieving results with AcumenEd.
Building a Communication Culture
Effective family communication isn't a one-time event but an ongoing practice. Schools that excel at data communication:
Communicate proactively. Don't wait for conferences or report cards. Regular updates keep families informed and prevent surprises.
Build data literacy over time. Start with basics and add complexity as families become more comfortable. The first communication might just explain what MAP is; later communications can dive into growth percentiles.
Seek feedback. Ask families whether communications are clear and useful. Adjust based on what families say they need.
Train staff. Teachers and counselors need preparation to communicate data effectively. This isn't intuitive—it's a skill that requires development.
Provide translation. Families who speak languages other than English need communications in their language, not just translated technical terms.
The Partnership That Results
When families understand growth data, something powerful happens. They become partners in their children's education, not just observers. They can celebrate progress, identify when children are struggling, support learning at home, and advocate for appropriate services.
Return to Elena, staring at Marcus's confusing report. At the next conference, his teacher took time to explain: Marcus is reading at grade level now—percentile 42 means he's right in the middle of the pack. But here's the exciting part: he grew faster than most students who started where he did, percentile 67 for growth. He's not just keeping up—he's catching up.
Elena left that conference not just informed but engaged. She knew exactly where Marcus stood, she understood what the school was doing to support him, and she had specific ways to help at home. The data that had seemed like meaningless numbers had become a story—Marcus's story—that she was now part of telling.
Key Takeaways
- Lead with what data means for the child, not with numbers; provide context for every metric shared.
- When sharing difficult news, be honest but hopeful, focusing on actions rather than labels.
- Every communication should connect data to action—what the school is doing and how families can help.
- Build data literacy over time through consistent, accessible communication that positions families as partners.
Dr. Sarah Chen
Chief Education Officer
Former school principal with 20 years of experience in K-12 education. Dr. Chen leads AcumenEd's educational research and curriculum alignment initiatives.
