My dream is to speak English. I also want to finish school, and this photo shows how I plan to look and dress in the job I want to have. My hopes are to one-day gain a job as secretary or in an administrative position.-Fowler Head Start Parent (Translated into English)
Can you imagine a school where parents are encouraged to dream – something that we, as adults, seldom do now that we have grown up? The Fowler Head Start Program inspires such action as it intentionally facilitates opportunities for parents to envision and express artistically a world where all of their hopes and dreams come true.
At Fowler Head Start, the principal and his staff have discovered that investing in the lives of a child’s parent/caregiver drastically improves the student’s educational possibilities. As a part of the Fowler family, not only do parents feel more inclined to participate in activities hosted by the school, but they also contribute to the planning and organizing of the events. This comes directly as a result of the school’s constant care for and engagement of the whole family.
In recognition to its commitment to its students and families, Fowler is a beneficiary of the U.S. Department of Education/U.S. Department of Health and Human Services Pre-School Development Grant – a grant created to “support State and local efforts to build, develop, and expand High-Quality Preschool Programs so that more children from low- and moderate-income families enter kindergarten ready to succeed in school and in life.” Fowler understands that in order for a child to have the chance to succeed in life, the school must also invest in the whole family’s needs.
During a visit to Phoenix, U.S. Department of Education Center for Faith-based and Neighborhood Staff (CFBNP) were privileged to observe how the incorporation of family into the classroom space greatly contributes to a student’s learning. Three, four, and five year-olds graced CFBNP staff with a student performance entitled, “Trip to Shanghai.” Students danced, sang, and told tales of Ancient Eastern folklore. The artwork, planning, and preparation for the event were guided by both the teachers and the families of the students.
Fowler staff expressed how the relationship between teachers, the principal, and the families helped spark the academic interests and imagination of its students. The creativity was evident when Rev. Brenda Girton-Mitchell was led on a tour and discovered beautiful artwork (including a fabulous portrait of herself crafted by a three-year-old!) created by students, including pictures of the Eiffel Tower and the Golden Gate Bridge. Fowler has gathered data to show that students who attend high quality early learning programs such as Fowler, excel in reading and math at a higher rate than their counterparts of the same age who do/did not attend Head Start.
The staff and teachers at Fowler have earned the trust of the families they serve. This trust stimulates a parental desire to become more involved in their children’s academic pursuits and helps children stay excited about learning.
 FESD #45 AIMS Reading: % Passing Comparison – Performance of Head Start vs. Non-Head Start Students