School, Family, and Community Partnerships

TABLE 3.1 Characteristics of Teachers in Survey*

TABLE 3.2 Correspondence of Principals’ Active Encouragement and Teachers’ Active Use of Selected Techniques of Parent Involvement

TABLE 3.3 Intercorrelations of Measures of Five Types of Parent Involvement*

TABLE 3.4 Zero-Order Correlations of Five Types of Parent Involvement with School Level*

TABLE 3.5 Summary of the Strengths of Three Types of Parent Involvement

TABLE 3.6 Discrepancy Scores: Correlates of Teachers’ Reports of Differences between Their Own and Parents’ Support for Parent Involvement*

TABLE 3.7 Characteristics of Parents*

TABLE 3.8 Parents Who Never Received Personal Communication from Child’s Teacher over One Year

TABLE 3.9 Parents Reporting Frequent Requests for Parent Involvement Techniques by Teacher-Leaders and Other Teachers (percent)

TABLE 3.10 Parents Reporting Frequent Use by Teachers of 12 Parent Involvement Techniques, by Parents’ Education and Teachers’ Leadership

TABLE 3.11 Effects on Parents’ Reactions and Evaluations of Three Measures of Teacher Leadership in Parent Involvement at Classroom Level (Standardized Regression Coefficients)*

TABLE 3.12 Contribution of Three Measures of Teacher Leadership to Explained Variance in Parents’ Reaction and Evaluations*

TABLE 3.13 Characteristics of Single and Married Parents

TABLE 3.14 Parents’ Reports of frequency of Teachers’ Use of Parent Involvement (12 Techniques) (Means, Standard Deviations, and Test Statistics from Multiple Comparaisons of Mean Scores of single vs. Married, Low-vs. High-Educated Parents, and Parents of Children in Classrooms of Confirmed Leader vs. Nonleader nTeacher in Parent involvement)

TABLE 3.15 Effects of Measures of Family, Student, and Teacher Characteristics on Parents’ Reports about Teacher Practices of Parent Involvement

TABLE 3.16 Teachers’ Estimates of the Quality of Parents’ Responses to Requests for Involvement (Means, Standard Deviations, and Test Statistics from Multiple Comparisons of Mean Scores of Single vs. Married, Low-vs. High-Educated Parents, and Parents of Childre in Classrooms of Confirmed Leader vs. Nonleader Teacher in Parent Involvement)

TABLE 3.17 Effects of Measures of Family, Student, and Teacher Characteristics on Teachers’ Reports about Parent Helpfulness and Follow-Through on Learning Activities at Home

TABLE 3.18 Teachers’ Estimates of the Quality Homework Completion (Means, Standard Deviations, and Test Statistics from Multiple Comparisons of Mean Scores by Family Structure, Family Education, and Teacher Leadership in Parent Involvement)

TABLE 3.19 Effects of Family, Student, and Teacher Characteristics on Teacher’s Ratings of Children on Their Homework Completion

TABLE 3.20 Characteristics of the Sample of Parents*

TABLE 3.21 Measures of Parent Involvement and Attitudes

TABLE 3.22 Effects on Extent of Parents’ Involvement of School Level, Family Characteristics, and Reported Teacher Practices to Involve Parents

TABLE 3.23 Comparison of Effects of Individual-Level and Classroom-Level Reports of Teacher Practices to Involve Parents (Elementary School Level Only)

TABLE 3.24 Parents’ Reports about Homework

TABLE 3.25 Effects on Minutes Parents Help with Homework of School Level, Family Characteristics, Students’ Homework Time, and Teachers’ Practices to Involve Parents in Homework

TABLE 3.26 Influence on Change in Reading Achievement Test Scores from Fall to Spring*

TABLE 3.27 Influence on Change in Math Achievement Test Scores from Fall to Spring

TABLE 3.28 Comparing a Common Model of Effects on Change in Reading and Math Scores

TABLE 3.29 Third- and Fifth-Grade City Students’ Reading and Math Scores

TABLE 3.30 Homework Variables as Correlates of Student Achievements and Behaviors

TABLE 3.31 Summary of Student Characteristics, Teacher Characteristics, and Student Opinions in Nine Case and Nine Control (Matched) Fifth-Grade Teachers’ Classrooms

TABLE 3.32 Summary of Analyses of Effects of Multiple Measures of Parent Involvement on Multiple Measures of Student Attitudes and Behavior*

TABLE 4.1 Variables Affecting District-Level Leadership and Facilitation from 2003 to 2004

TABLE 4.2 Influence on District Leaders to Help Schools Meet Challenges to Involve All Families

TABLE 4.3 Influence of District Leadership and Facilitation on Reports of Schools’ Progress in Family and Community Involvement

TABLE 4.4 Contrasting Correlates of District Policies and Written Plans with NCLB Requirements

TABLE 4.5 Levels and Sources of Funds for Programs of Family and Community Involvement in Schools, Districts, and States

TABLE 5.1 Epstein’s Framework of Six Types of Involvement for Comprehensive Programs of Partnership, with Sample Practices

TABLE 5.2 Challenges and Redefinitions for the Successful Design and Implementation of the Six Types of Involvement

TABLE 5.3 Expected Results for Students, Parents, and Teachers of the Six Types of Involvement

TABLE 6.1 Summary of TIPS Interactive Homework Intervention Studies

TABLE 6.2 Components of Teachers Involve Parents in Schoolwork (TIPS) Interactive Homework Assignments, by Subject

TABLE 6.3 Linking the Goals of TIPS Interactive Homework to Results of a Study of TIPS Writing in the Middle Grades