Evidence-Based Program | Project Appleseed

Project Appleseed promotes strong, meaningful and ongoing communication and collaboration between families, teachers and staff.

An Evidence-Based Program

Project Appleseed is recognized as an evidence-based program (EBP) through its strategic, research-driven approach to family engagement. Here are the key elements that establish its status as an EBP:

Rigorous Evaluation of Family Engagement Strategies: Project Appleseed’s methods are grounded in research that highlights the positive correlation between family engagement and student achievement. Studies such as those by Weiss, Lopez, and Rosenberg (2010) support the importance of structured and systemic family engagement to improve student outcomes. This evidence ensures that Project Appleseed’s strategies lead to measurable progress, attributing student success to its methods

Project Appleseed Six Slices of Family Engagement

Expert-Reviewed Framework: Project Appleseed's strategic framework incorporates the Six Slices of Family Engagement (Epstein, 1992), emphasizing the principles of systemic, integrated, and sustained engagement. This framework is designed to foster meaningful partnerships between families, schools, and communities. It is rooted in evidence-based practices, supported by research and expert consensus, and has been validated through peer-reviewed studies. By aligning with these core principles, Project Appleseed ensures that its approach effectively supports student success and contributes to long-term improvements in family and community engagement within schools.

Dual Capacity-Building Framework

From Framework to Practice: The Dual Capacity-Building Framework explains why the Six Standards work. The Six Standards show how to apply that framework in real schools, every day. The Dual Capacity-Building Framework (See figure above) should be seen as a compass, laying out the goals and conditions necessary to chart a path toward effective family engagement efforts that are linked to student achievement and school improvement. It was formulated using the research on effective family engagement and home–school partnership strategies and practices, adult learning and motivation, and leadership development.

Proven Interventions and Tools: Project Appleseed utilizes evidence-backed tools like the Family Engagement Toolbox and the Parent Engagement Pledge, which have been shown to effectively increase parental involvement, especially in Title I schools. These tools are supported by research such as the National Assessment of Title I (1999), which demonstrates the success of similar strategies in engaging families in education.

Continuous Improvement Based on Data: Project Appleseed emphasizes a commitment to continuous quality improvement, integrating new research findings into its strategies. This ensures that the program remains up-to-date with best practices in family engagement and can adapt its methods to better meet the needs of schools and families.

Positive Outcomes and Measurable Impact: Project Appleseed connects its activities—such as tracking parent volunteer hours and quantifying the dollar value of volunteer time through the Parent Engagement Pledge—to clear, measurable outcomes. These metrics provide tangible evidence of increased family involvement and the economic contribution of their engagement. Additionally, the program's impact includes improved student performance and the long-term sustainability of family engagement practices. By consistently delivering these outcomes, Project Appleseed demonstrates its effectiveness in achieving educational goals and strengthening the collaboration between families, schools, and communities.

Project Appleseed’s approach combines rigorous research, data-driven adjustments, and proven tools to deliver measurable improvements in family engagement and student success. This foundation ensures that it remains a trusted evidence-based program, effectively strengthening the connection between families, schools, and communities. Strategic Approach & Framework

Research Behind the Program:

1 Hill, Wise, Shapiro, "Educational Progress: Cities Mobilize to Improve Their Schools," Rand Corporation, 1989: More details on this can be found at Rand Corporation's page.

2 Epstein, Joyce L., "School and Family Partnerships," Report No. 6, Center on Families, Communities, Schools, and Children's Learning; Johns Hopkins University, Baltimore, MD, 1992: Access this report through ERIC at https://eric.ed.gov/?id=ED343715.

3 "Prospects Study: Promising Results, Continuing Challenges: The Final Report of the National Assessment of Title I," 1999: Information is available through the U.S. Department of Education at https://www2.ed.gov/rschstat/eval/disadv/title1-final/index.html.

4 Weiss, Lopez, & Rosenberg, "Beyond Random Acts: Family, School, and Community Engagement as an Integral Part of Education Reform," 2010: Find the full text at Harvard Family Research Project's page.

5 Mapp, K.L. and Kuttner, P.J. (2013) Partners in Education: A Dual Capacity-Building Framework for Family–School Partnerships. Austin, TX: Southwest Educational Development Laboratory (SEDL) and U.S. Department of Education. Available at: https://sedl.org/pubs/framework/FE-Cap-Building.pdf (Accessed: 20 January 2026).