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ERIC Number: ED494603
Record Type: Non-Journal
Publication Date: 2005-Aug
Pages: 4
Abstractor: ERIC
Meeting the Challenge of Involving Parents in School. Newsletter
Center for Comprehensive School Reform and Improvement
Parent involvement continues to challenge practitioners engaged in school reform despite being a required component of many school improvement initiatives--from Title I Schoolwide Programs to federally mandated school improvement plans. The benefits of parent involvement are clear: A growing body of research shows that successful parent involvement improves not only student behavior and attendance but also positively affects student achievement. Yet many schools continue to struggle with defining and measuring meaningful parental involvement, and many do not feel that their efforts are successful. A recent survey of American teachers revealed that 20 percent of new teachers and nearly one fourth of principals identify their relationships with parents as a cause of significant stress in their jobs (MetLife, 2005). This newsletter offers research-based advice and resources designed to help schools and districts foster successful parent involvement. Parents are the most important partner in a child's education. Schools can reap large dividends by capitalizing on parental support, and such partnerships require a lot of work by both educators, and parents. [This document was produced by The Center for Comprehensive School Reform and Improvement, administered by Learning Point Associates in partnership with the Southwest Educational Development Laboratory (SEDL) and WestEd, under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.]
Center for Comprehensive School Reform and Improvement. 1100 17th Street NW Suite 500, Washington, DC 20035. Tel: 877-277-2744; Web site:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Elementary and Secondary Education (ED), Washington, DC.
Authoring Institution: N/A
Grant or Contract Numbers: N/A