At ALL In Education, our work is all about creating inclusive and equitable educational opportunities for families across Arizona. One of our flagship programs, the Parent Educator Academy (PEA), reflects our commitment to multilingual, culturally responsive leadership development. But measuring the impact of programs like these isn’t always straightforward. What does success look like? How can we ensure we’re not just checking boxes but truly making a difference? Let’s dive into these questions through the lens of language justice, the complexities of measuring success, and the critical importance of elevating non-English-speaking families.
What We Know: The Power of Multilingual Programs
Multilingual education programs like PEA are game changers for participants—primarily immigrant parents and caregivers navigating an often confusing education system. The program equips families with knowledge and leadership skills, boosting their engagement in their children’s education. Research shows that when parents are involved, student outcomes improve significantly, especially in communities where English isn’t the first language (Garcia & Kleifgen, 2018).
But there’s more to the story than just academic gains. By offering sessions in English and Spanish and incorporating bilingual subtitles, we’re breaking down language barriers, making learning accessible to more families. This is where language justice comes in—a principle that emphasizes everyone’s right to communicate in the language they’re most comfortable with.
Language Justice: The belief that all people should have the right to communicate in their preferred language. In practice, it means ensuring equitable access to information and representation, particularly in multilingual settings
And yet, despite these efforts, the larger educational system often overlooks the strengths of non-English-speaking families. Think of a school district that sends home critical updates only in English or requires Spanish-speaking parents to navigate English-only websites. These actions send a message: “You’re welcome here, but only if you speak our language.”
::said in the tone of former President Obama:: Let me be clear: It is not enough to add a ‘Google Translate’ button to your website and call it a day. In fact, that’s the bare minimum. (Looking at you, Arizona Department of Education)
What We Don’t Know: Measuring the True Impact
Evaluating the success of programs like PEA isn’t as easy as tracking attendance or counting certificates handed out. Sure, we’re proud of our 93%+ completion rates—but numbers like these only scratch the surface. The real challenge lies in capturing those intangible outcomes, like shifts in confidence, advocacy, long-term community engagement, and most importantly, improved student outcomes.
Defining Success and Impact
Success, for us, isn’t just about meeting program goals; it’s about creating deep, lasting change for families and communities. In the world of multilingual education, success means more than just reach—it’s about increased parent involvement, a growing sense of agency, and a commitment to advocacy.
But how do you measure a parent’s newfound confidence or the ripple effect of their advocacy work? Unlike a test score, these outcomes are harder to quantify. This gap in our understanding presents both a challenge and an opportunity.
While traditional metrics fall short, new methods—like participatory evaluation and storytelling—are emerging as promising ways to capture the full picture. Still, in a world that often prioritizes hard numbers, there’s a long road ahead to make these approaches the norm.
Elevating the Needs and Talents of Non-English-Speaking Families
At ALL In Education, we don’t see non-English-speaking families as a challenge; we see them as an asset to be celebrated. Programs like PEA are designed to not just serve these communities but to uplift their unique strengths and perspectives. We’ve learned that when parents feel seen, heard, and valued, their engagement deepens—not just in their child’s education but within the broader community as well.
To truly elevate these families, we have to be willing to reflect and adapt continually. Are our programs truly accessible? Are we listening as much as we’re speaking? And are we measuring what matters, or are we letting the limits of traditional metrics hold us back?
It’s not just about the numbers; it’s about stories, voices, and lived experiences. It’s about recognizing that impact isn’t always something you can count, but it’s definitely something you can feel.
Moving Forward: Measuring What Matters
If we genuinely believe in the potential of families, in the value of trust and community engagement, and in making data-driven decisions, then we need to hold ourselves accountable to these principles. That means expanding our definition of success to include qualitative, community-based metrics that reflect the true impact of our work. And like we often remind our school partners, we must adopt a “learn, adapt, learn” mindset—growing alongside the families we serve and putting them in the driver’s seat. It’s not enough to build a relationship; we must trust families to lead us, to guide our work, and to shape our decisions.
This shift won’t be easy, and it won’t be quick—but it’s essential if we want to create programs that are not only inclusive in theory but transformative in practice.
So, let’s keep asking tough questions, challenging the status quo, and redefining what impact looks like. Let’s measure what matters, ensuring that our programs don’t just exist—they thrive, evolve, and make a real difference.
Let’s continue this conversation on what success really means in multilingual education and how we can do better in measuring—and amplifying—the impact of our work. Feel free to share your thoughts and insights in the comments.
How do you define success in multilingual education programming?
How have you included community partners and families into your organization’s internal decision-making processes?
What’s working, and what’s not?
References:
Garcia, O., & Kleifgen, J. A. (2018). Educating Emergent Bilinguals: Policies, Programs, and Practices for English Learners (2nd ed.). Teachers College Press.
Language Justice: Center for Participatory Change
Evaluating Multilingual Programs: New Approaches
