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ERIC Number: EJ932182
Record Type: Journal
Publication Date: 2011-May
Pages: 6
Abstractor: As Provided
Reference Count: 3
ISSN: ISSN-0013-1784
Making the Most of School-Family Compacts
Henderson, Anne T.; Carson, Judy; Avallone, Patti; Whipple, Melissa
Educational Leadership, v68 n8 p48-53 May 2011
Wouldn't it be great if a school's administrators and teachers could sit down with parents and exchange ideas about what part each might play in supporting students' learning--especially in schools with at-risk students? Henderson, Carson, Avallone, and Whipple describe how they helped three elementary schools in Connecticut do just that, through guiding the schools in revising their school-family compacts. Under No Child Left Behind, all schools receiving Title I funds are required to create "compacts" that outline how parents, school staff, and students will share responsibility for improving students' achievement. Compacts are meant to give parents information about a school's goals and strategies and how the home environment might support learning. But most schools create formulaic documents that parrot general language about parental responsibility. Connecticut's Department of Education initiated a program to improve compacts in urban schools throughout the state. The article describes how participating schools used this process--and district support--to build relationships, spark dialogue with parents, and make parents more aware of and involved in their children's school work. (Contains 1 endnote and 5 online resources.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001