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ERIC Number: ED339786
Record Type: Non-Journal
Publication Date: 1991-Aug
Pages: 54
Abstractor: N/A
Reference Count: N/A
Improving School and Family Partnerships in Urban Elementary Schools: Reading Activity Packets and School Newsletters. Report No. 19.
Herrick, Susan C.; Epstein, Joyce L.
This publication includes two reports describing the development and beginning evaluations of two separate programs of the Baltimore (Maryland) School and Family Connections Project designed to increase parents' involvement in their children's learning in urban elementary schools. The first report, "Reactions of Parents and Teachers to Reading Activity Packets in the Primary Grades" (S. C. Herrick and J. L. Epstein), examines the reactions of 158 parents and 7 teachers to the Teachers Getting Involved with Families program at Elmer A. Henderson Elementary School (Maryland), which developed reading activity packets to help parents assist their children in reading at home. The second report, "Reactions of Parents to School Newsletters in the Elementary Grades" (S. C. Herrick and J. L. Epstein), examines the reactions of parents (70 families) to the I Care Parent Newsletter program at Dr. Bernard Harris, Sr. Elementary School (Maryland), which created and distributed newsletters to parents to make them feel welcome at school, inform them about the curriculum and their children's progress, and stimulate parents and children to read together. Both programs were viewed as successful in reaching parents and involving them more actively in their children's learning. Both programs are being revised and extended and will be evaluated in the future for their effects on student learning. Statistical data are provided in two tables. Two appendices to the first report contain the teacher interview form, the parents' survey, and responses. Four appendices to the second report contain the survey and parent responses. (SLD)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Effective Schooling for Disadvantaged Students, Baltimore, MD.