ERIC Number: ED399079
Record Type: RIE
Publication Date: 1996
Partnerships for Student Success: What We Have Learned about Policies To Increase Student Achievement through School Partnerships with Families and Communities.
This policy document, directed to school board members, superintendents, and principals, makes recommendations on developing school partnerships with families and communities; discusses the benefits of school partnerships for children, families, schools, teachers, and community agencies; and identifies basic principles underlying successful partnerships. Six types of family-community-school partnerships are described, including basic obligations of families; basic obligations of school for communication; involvement at school; involvement in learning activities at home; involvement in decision making, governance, and advocacy; and collaboration and exchange with community organizations. The bulk of the document discusses the following recommendations for helping schools develop collaborative partnerships: (1) adopt clear written policies on school-family-community collaboration and back up the policies with direct support; (2) align personnel policies with the district's commitment to collaboration; (3) prepare school staff and parents to work collaboratively; (4) involve family members as full partners with real decision-making responsibility; (5) develop agreements with social service and health agencies to provide services for students and their families; (6) use multiple approaches to school-family communication; (7) increase opportunities for students to learn at home and in the community; (8) set up parent/family centers in every elementary, middle, and high school; (9) expand parent choice within the public school system and provide good consumer information; and (10) create planning and problem-solving teams. Each recommendation is accompanied by a detailed rationale and examples of successful school practices. Includes a list of elements of a district partnership policy. (KDFB)
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Sponsor: 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.; Boston Univ., MA. School of Education.