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ERIC Number: ED434415
Record Type: Non-Journal
Publication Date: 1998
Pages: 60
Abstractor: N/A
Reference Count: N/A
Title I School-Parent Compacts: Supporting Partnerships To Improve Learning. Final Report.
Funkhouser, Janie E.; Stief, Elizabeth A.; Allen, Stacy E.
The study reported here was designed to describe Title I school-parent compact development and implementation across a sample of five schools with promising compacts. The four findings and guidelines for developing compacts highlight the varied experiences of five Title I schools, each of which demonstrates a broad base of support for strong partnerships to help all children achieve high standards. The findings are intended to help schools develop effective compacts and strengthen parent-involvement practices. For the study, 150 compacts from Title I elementary and secondary schools from across the country were requested. Compacts were examined to determine who was responsible for student progress and other issues. Five compacts from the most promising schools were selected. The results show that all five schools adopted a broad definition of the school-parent compact as one part of a comprehensive partnership between schools and families. Stakeholders in all five schools reported an active, inclusive development process, and they measured success in how the compacts were used--each school tried varied strategies to keep the compact visible and on the agenda, which proved a difficult challenge for stakeholders. Finally the schools' stakeholders viewed their compacts as a "work in progress" and planned for early and regular evaluation. (RJM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC. Planning and Evaluation Service.
Authoring Institution: Policy Studies Associates, Inc., Washington, DC.
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I