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ERIC Number: ED380524
Record Type: Non-Journal
Publication Date: 1994-Aug
Pages: 38
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Taking Stock. Views of Teachers, Parents, and Students on School, Family, and Community Partnerships in High Schools. Report No. 25.
Connors, Lori J.; Epstein, Joyce L.
This report summarizes the preliminary results from surveys of teachers, parents, and students in six Maryland high schools about their attitudes toward and needs for school, family, and community partnerships. Data from 420 families indicate that they feel welcome at their teens' high schools, but a large majority want to be more involved and to receive better information about how to help their teens. Data from over 1,300 students illustrate the variation in teens' attitudes and competencies, and point to an important role for students in school and family partnerships. Students want to be more involved, and over half want their parents more involved with their schools. Data from 150 teachers show that just about all believe that involvement is important, but two-thirds say they need more training to know how to involve families. These and other results are discussed to show how the schools involved in the High School and Family Partnerships Project used their survey results to plan and implement new practices to inform and involve families. Suggestions are made to help other high schools apply the results of this study to their own efforts to develop or strengthen school, family, and community partnerships. (Contains 29 references.) (SLD)
Center on Families, Communities, Schools and Children's Learning, Johns Hopkins University, 3505 North Charles St., Baltimore, MD 21218.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Lilly Endowment, Inc., Indianapolis, IN.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center on Families, Communities, Schools, and Children's Learning.; Johns Hopkins Univ., Baltimore, MD.
Identifiers - Location: Maryland