Running Head: ​A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS

EFFECT ON STUDENT SUCCESS

A Unified Front: Parent Participation In Schools And Its Effect On Student Success

Jesus Espinoza, , Mirina Higginbothan, Scott Holland, Aubrey Rychen

Arizona State University

November 12, 2018

A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
Introduction to the Problem

Research shows that the family and the household of a student have a significant impact

on the student’s behavior, values, and ethics. It sets the tone for how their child will behave in

social and academic situations and has the most influence in a student’s life. There is a strong

correlation between between a student’s success and the support they receive from home.

Teachers have a large role in building this connection. When a student is having

difficulty in class, one of the first steps—before any severe disciple plan—is to conference with

guardians to gain context and information about the student’s home life, and to create an action

plan to resolve an issue. However, there can be obstacles in creating a strong parent-teacher

relationship. This can be caused by a plethora of reasons, whether it be busy schedules,

personality disconnect, cultural differences, lack of technology, and either teacher or parent

disinterest. With these obstacles in the way, it can be difficult to implement an academic or

behavioral plan that is supported by both the teacher and the parents. Despite these difficulties, it

is important for teachers to establish a collaborative and cooperative relationship with their

students’ parents in order to maximize student and teacher success. However, not all the

responsibility is on the teacher.

When thinking of various problems that may come up in the course of a student’s

academic career, some may put blame on the student, or the parent, or even the teacher. While

this can be true in some circumstances, it is usually a lack of interactivity between the groups

listed above and the administration of the school, or district, the student attends that allow such

complications to take place. For this part of the paper the focus will be on what the
A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
administration of a school can in order to help alleviate this issue and provide a dynamic

environment for all those participating in the educational process.

The cliche saying “It takes a village to raise a child,” applies directly to this situation of

parent participation in schools and its effects on student success. When the community does not

have a healthy relationship with the school, students’ success is greatly hindered. The

community can include extended families, local businesses, surrounding neighborhoods, and

anyone else that is willing to contribute to students’ academic achievement. It is essential the

school can build and maintain a healthy relationship with the community to provide students

with more learning opportunities outside of the classroom. The problem with parent participation

can occur because they are not comfortable with their child’s teacher or may have certain views

of the teacher that can set the parents back from wanting to be a part of their child’s learning

experience. The classroom can sometimes be an obstacle for teachers wanting to demonstrate to

parents their true, welcoming personalities. Also, parents may not think the community has

anything to do with their child’s academic success. It is important they understand the

community helps creates real-world connections for students. Community events like volunteer

activities and fundraisers may help break that barrier between parents and teachers. Students,

teachers, and parents can attend these volunteer and fundraising events to gain insight on each

other’s personalities outside of school. Parents will also learn how the community impacts their

child’s learning. This can enhance the relationships between parents and students, and hopefully,

lead to more parent participation in the classroom.

However, the bigger problem may be the school does not have any community

relationships; the teacher can make a difference in his/her own classroom by creating a
A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
relationship with the community and incorporating them. The student cannot be fully successful

if they are not exposed to community outlets. It was also puts another hindrance on parent and

teacher relationships if the school does not have a relationship with the community because they

are not getting the time outside of a school setting to communicate and understand one another

on a more personal level.

How does a stronger line of communication between those at school and the family at

home affect student performance, involvement, and overall academic achievement, if at all?

Looking specifically at student attendance/absences, a major factor in the outcome of a student’s

academic performance, establishing a more active connection between the classroom or school

and the student’s home could remedy existing attendance issues. There are countless reasons that

students could be absent to a single class or the entire school day. Firstly, when does absence

truly become an issue that can affect how successful a student is? The U.S. Department of

Education reports that in the 2013-14 school year, more than six million students were

chronically absent, meaning that they missed more than fifteen days of school within the entire

year (DoE 2016). At that point, it can be highly difficult for students to catch up with the content

that has been taught in class and successfully complete any assignments that relate to the content.

Reasons for chronic absenteeism that may be out of anyone’s immediate control can include

issues related to a student’s health or major life events/traumas. What reasons could a more

improved relationship between the school and the home target? Some students may be absent

because of problems at school such as negative experiences with or feelings towards their

classes, teachers, peers, or the content being taught. Problems at or closer to home can include a

lack of transportation, parents being unaware of a student’s attendance record, which can be
A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
related to issues of students being used as the bridge of communication between the school and

home, or lack of knowledge related to the school’s attendance policy. Throughout this report, we

will also discuss ways in which addressing those issues related to attendance can be addressed

through an improved bridge of communication and interaction between the school and the home.

How it has been identified in the field

Most scholars agree that parent-school communication is critical to student success.

Researchers Symeou, Roussounidou, & Michaelides (2012) describe this shared understanding

by illustrating the effect communication can have on students: “When effective, communication

between teachers and families provides the two parties with a deeper understanding of mutual

expectations and children’s needs, thus enabling both to effectively assist children and to

establish the basis of cooperation.” Although most educators understand the importance, they use

basic methods and strategies to connect with families. Research shows that basic “school

communication with families is usually written or oral. Written communication might take the

form of memos, lists, forms, permission notes, report cards, calendars of the school year, and

notices of special events sent to the home” (Symeou et al., 2012).

The problem arises due to the increased business of teachers and parents, and the level of

response to these forms of written and oral communication. When these are the only mediums

used to communicate, the initiative to communicate falls to the teacher, not the parents. Studies

suggest that even though teachers use these methods of communication, they only serve to

“facilitate two-directional communication” and “it is more likely that the flow of information

between school and families is mainly directed from the former to the latter and that

communication and its content is likely to be controlled by the school” (Symeou et al., 2012).
A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
Therefore, teachers need to be aware of ways they can facilitate two-directional communication

to promote parental involvement and engagement.

When trying to figure out how a problem has come to be, there is a lot of blame that tends

to be thrown around. One group is not doing their job while another group blames yet another

group and so on and so on, all the while nothing is being done to identify specific issues and

implementing reasonable solutions. One issue that is affecting the administration side is the sheer

number of hours many principals are forced to work due to unmanageable workloads. Some may

think that a principal’s hours and workload should not have much of an effect on the rest of the

schools activities, but when you have a leader that is stretched so thin, you will being to cracks in

the foundation. Here are just a few examples of this stretching principals are forced to do with in

today’s academic world.

Educational leaders must guide their schools through the challenges posed by an

increasingly complex environment. Curriculum standards, achievement benchmarks,

programmatic requirements and other policy directives from many sources generate

complicated and unpredictable requirements for schools. Principals must respond to

increasing diversity in student characteristics, including cultural background and

immigration status, income disparities, physical and mental disabilities, and variation in

learning capacities. They must manage new collaborations with other social agencies

that serve children. Rapid developments in technologies for teaching and communication

require adjustments in the internal workings of schools… (Tobin, pg. 3)

A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
Now, I am not saying this is any kind of excuse for poor leadership in a school, but this

needs to be taken into consideration when trying to figure out why something may not be getting

done.

Not all of the issues being discussed here revolve around the people working in an

administrative setting. A process of inclusion needs to be set up between the administration

running the school, and the parents of students who attend the school. When parents are not

given easy access to the school, and school information, a disconnect can start to form. Parents

start to have less confidence in the school, will volunteer less for school activities, and

participate less in their students school work (Llamas, pg.60). This can lead to frustration among

all parties involved because each is blaming each other, but it is really up to the administration to

disseminate the information parents need to help their student succeed.

As mentioned above, a disconnection can be created when parents are not being provided

with school resources and information. When parents do not feel invited to the classroom, they

will be less inclined to volunteer and participate in community activities like fundraising and

other school volunteering events. Also, when parents do not receive information on community

events or fundraisers, they lack the knowledge of how much the community impacts their child’s

academic achievement. It is essential parents understand “community involvement in school is a

medium for augmenting and enhancing the social, cognitive, emotional, and spiritual

development of students” (Preston 2013). Parents can become involved in community activities

such as field trips, volunteer at school sponsored events like fundraisers, participate in service

projects, donate to charities, etc. However, it is noticed that schools do not provide community

resources and information for parents as much, making it difficult for parents to understand the
A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
importance. Usually, schools will put up newsletters on their websites every month. Besides that

form of communication, parents do not get much encouragement nor information to volunteer or

be aware of. Some schools do not even have a relationship with their community, possibly due to

the location of the school. Rather than trying to create one, classes skip right over involving the

community. As a result, students have a harder time connecting real-world examples to their

academics. They also miss out on communication and collaboration skills they could develop if

they were involved with their community more. Parents miss the opportunity to get involved into

their child’s academic success, further negatively affecting students’ success.

Returning to the topic of absences, as stated previously, the amount of students

considered chronically absent is extremely high. As it is now, a usual approach to attempt to

resolve the problem that also involves parents is to set up a conference, discuss what will happen

if the student’s attendance does not improve, and to put the student and sometimes the parent to

some contractual agreement intended to “encourage” the student to increase their attendance or

face the now obvious consequences. From there, it becomes a sort of “one more strike, you’re

out” deal. The issue with that approach is that “many schools wait to intervene until a student has

surpassed a legal limit [of absences],” (Kearney 2014, pg 4).That then reinforces the idea that

parental involvement is only necessary when issues related to student success reach a high level

of severity, minimizing the role they play in their child’s education. Sometimes, involving the

parents in issues related to a student’s attendance can become a drawn-out or complex ordeal in

itself. As stated before, both school faculty and parents have busy schedules to deal with, and

being unaware of these schedules may contribute to issues in establishing communication when

problems with a student arise.

A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
If schools work to move a parent’s role beyond involvement in emergency situations,

issues can be better addressed as soon as they appear. To increase their role and presence,

schools must work to thoroughly and frequently communicate directly with parents about topics

such as school policies and their student’s progress (whether positive or negative). Parents must

also feel more comfortable and active as essential participants in their child’s school, as well as

knowing that they can and who to voice any concerns that they might have about their child’s

progress or school policy. Above all, both parties must be aware of how to best contact one

another should issues arise. Assumptions are made by both teachers/schools and parents as to

why students are absent, but without any sort of conversation between the parties, it can become

difficult to figure out what the root of the attendance issues are and what kind of intervention is

most appropriate.

A research background of the issue

One of the most important things a teacher can do at the beginning of the school year is to

establish an open line of communication with the parents. The National Education Association

(NEA) suggests that “parents appreciate and support teachers who make consistent, meaningful

communication a priority. One of the biggest complaints parents have about school is feeling

disconnected and uninformed about what is happening in their children’s classrooms”

(Donohue). Teachers need to set a clear standard of what communication looks like in the

classroom, both for students and parents. This can be done through information on the syllabus,

welcome emails, a newsletter, and reaching out to parents to introduce yourself.

However, the increased business of teachers and the high demands of the CCSS and

educational policies leave little time for teachers to fully embody the role of lead-communicator.
A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
Fortunately, many teachers have started using technology to communicate with parents and

students. Companies and organizations have built programs just for this purpose, such as the app

Remind, which, according to its website,“ is currently used by 2.5 million teachers in more than

70 percent of U.S. public schools” (Eulberg, 2018). Remind is a popular app that allows teachers

to text students and parents through an app, where “personal information is kept private, and

neither students nor parents can reply directly to your text. If parents have questions, they can

follow-up with the teacher via email” (Donohue). Other tools, such as Google Classroom and

class websites are also utilized to communicate class assignments and events.

Another important factor in establishing a line of communication is directly

acknowledging the importance of the parents’ opinions. The School Community Journal suggests

“during their encounters with parents, schools and teachers are often criticized as sending

out—either consciously or subconsciously—a message that parents are not welcome and that

they should leave their children’s schooling to the experts, that is, the teachers” (Symeou et al.,

2012). This can be especially true when communicating their parents who do not have a formal

educational or understand the intricacies of the education system. In order to combat this

problem, the NEA reccoments teachers “to invite parents to participate in classroom culture is to

ask for their feedback” (Donohue). Chad Donohue shares an anecdote of how, as the first quarter

ends, and sends an email asking parents to rate him in certain areas, and ends the email with:. My

goal is to be the best teacher I can be, so your input is very important to me...What can I do

better? Do your kids feel they are learning and being challenged in my classes? I welcome your

comments” He received “roughly 80 percent participation in the survey,” which helped him

modify how he taught (Donohue).

A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
It is imperative that teachers model what a strong communicative team looks like to both

parents and families. They need to use the resources they have, establish an invitation to

collaborate at the beginning of the year, and show interest and respect of parents’ input.

In this day and age optics has become an important part of any school administrators

responsibilities. The way the faculty conducts themselves everyday can have repercussions for

the school as a whole. Having school principals with responsibilities left undone, due to the ever

increasing workload, can leave the school looking bad in the eyes of the public. This goes hand

in hand with the administration's role in facilitating parent/admin communication. Failing to hold

up these two key factors can lead to the ever expanding divide between those working in the

field and the American populous. In a 2011 Gallup poll it was indicated that Americans perceive

more negative than positive aspects of the the school system due to negative interactions and

media coverage (Barrett, pg. 5). It is this type of attitude that shows why resolutions need to be

put in place by those who have the means to make change, the administration.

When involving the community with the school, it creates a positive snowball effect.

Community involvement in school “has been associated with a reduction in negative student

behaviours and an improvement in student attendance. A more positive parental attitude toward

school can result from rich school-community partnerships” (Preston 2013). It is key that

teachers and administration can provide parents with information about how they can be

involved in the community. When schools do not have any relationship with the community to

create fundraising events, field trips, service projects, etc., they prevent parents from wanting to

participate in their child’s schooling. There can be many reasons as to why the school limits the

students’ interactions with the community. For instance, the school might be surrounded by a
A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
very disadvantage, poor area. Schools (and even parents) may be reluctant to want to create or

maintain a relationship because of their archetype that the community would not benefit

students’ education. A study concluded “supportive neighborhoods exist even in poor areas and

can provide students with a foundation for high academic achievement” (Holloway 2004). It

might be difficult for parents to want to volunteer and participate in a low-income area, but if the

school is able to find the positive elements out of the community such as collaborating with the

local pizza shop for fundraisers, or cleaning up a neighborhood park, it can still improve parent

involvement.

Stronger communication between schools and students’ homes has been shown to

improve attendance rates. Generally, “lax parental supervision is a key risk factor for

problematic absenteeism,” (Kearney 2014, pg 8). The blame cannot entirely be placed on parents

though,because if parents are feeling uninformed by the schools and their child’s teachers, they

may not be completely informed about the attendance policies either. Going back to the idea of

parents as the emergency option, some parents may not even know when a certain number of

absences means potential failure (per policy) for the student, especially when some schools only

give handbooks to students and hope that they will somehow find their way to the parents’

hands. Interestingly enough, research related to truancy found that “school-related factors [are]

the primary cause identified by parents and students, while teachers cite parent attitudes and

home environment as the primary source of absenteeism,” (Grant 2016, pg 47). There is a clear

disconnect between how both parties interpret the other’s environments and its effects on the

student, and that misalignment could potentially be resolved through the implementation of more

effective means of communication between both parties.

A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
In an effort to analyze and improve how parents are involved in attendance-related issues

and the effects of doing so, one school incorporated a “school partnership program” that aimed to

“help families establish supportive home environments, increase parent–school communication,

recruit parents to help at school and serve on school committees, provide information to families

about how to help students with homework, and integrate community-based resources to

strengthen school programs.” In doing so, that school showed “significantly greater improvement

in attendance” than schools that did not change anything related to their parent-school ties

(Kearney 2014, pg 8). The more parents feel welcome into the academic domain, the more of a

connection and awareness they develop in regard to the progress that their child makes. They can

begin to see themselves as more besides the person who is called when a negative situation arises

that involves their child.

To see improvements, large changes such as a school partnership program are not

necessarily the only choices that work or exist. Other studies done related to truancy and its

connection to school-home communication showed that “[t]elephone calls to parents of absent

students were associated with an increase in student attendance,” and “[s]imilarly, the provision

of timely information to families about student absences and school policies on absenteeism

helped improve attendance,” (Epstein 2002, pg 309). Maintaining simplistic forms of

communication like phone calls and emails related to topics of student progress such as

attendance can produce positive results, but this depends on how familiar with one another

teachers and school faculty and parents are.

Recommendations
A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
Teachers, parents, and students are busy, balancing the different responsibilities they have

in the lives. Therefore, parent-teacher communication needs to be practical and efficient. The

easier the communication strategy, the more willing participants will engage in the collaboration.

One key recommendation for teachers as lead-communicators is to create an open line of

communication at the beginning of the school year. This can be done by welcoming parents to

email the teacher and inviting them to join apps such as Remind. This initial communication can

occur in the syllabus—such as on the signing page—or a beginning of the year newsletter/email.

Another recommendation is presenting the importance of parent-teacher collaboration early on,

and asking for feedback and input. When a teacher shows authentic interest in what parents have

to say, there will be less of a barrier between the “expert” teacher and parents who feel like they

don’t have a role in their student’s education. Creating a personal relationship with parents,

whether that be a monthly or biweekly mass email detailing a new unit, can increase parent

attendance of Meet the Teacher Night, and can create a pre-established norm for when a teacher

needs to discuss a student’s academics or behavior.

When trying to find solutions at the administration level it seems simple, but there are

many factors that would be in the way depending on so many variables that it would be

impossible to list them all here. With that said, I will go over the problems listed above and come

up with a solution for each. The issue regarding the principles and the workload they must be

concerned with is more of a money and load distribution concern than anything else. More

principles are the first, and most obvious solution, to this problem. Although not common in

most schools, some high schools have started hiring more than one principle in order to handle

all the day to day operations. The high school I am currently interning has five principles for a
A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
school containing over 2500 students. This may not be a viable solution to for most schools and

districts, but should not be eliminated as an option.

The admin and parent issue is an easy one to solve if the administration is given the

resources. Two way communication needs to be established between the parents and the

administration. For the most part it is the administration giving out information, and parents are

just there to receive it and plan accordingly. However, in a study done by the Michigan

Department of Education found that “schools where parents are involved in decision making and

advocacy have higher levels of student achievement and greater public support” (Llamas, pg.

67). When the parents feel they have a voice in the school, the parents are more likely to take

advantage of school resources like tutoring, counselling, and other services that help their student

learn.

The school can provide a variety of resources, activities, and events for parents, teachers,

and the community to become involved in. First, the school needs to develop a relationship with

the community. The school “encouraging non-profit community groups to use the [school]

facilities is not only good use of resources but also provides opportunities for the school to get

involved in community projects” (Mitrofanova 2018). Once the school and community build a

relationship that has the same goals of wanting students to succeed, there should be events

created for teachers, parents, and students to participate in. The information for these events

should be relayed to parents in every form possible (e-mail, phone call, newsletter). Those events

can be going on a field trip to the nursing home, or creating a “Senior Citizens Banquet” where a

few times a year the school invites senior citizens to lunch and is sponsored by non-profit

corporations, private industries, or by a school service organization. Especially if in a

A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
low-income, disadvantaged area, students, parents and teachers can volunteer to clean and fix-up

neighborhood parks. With the many events, parents can choose which ones they would want to

contribute in, allowing them to work around their schedules. These are just some of many

community events that can take place to ensure parents participate in their child’s schooling.

For the benefit of teachers, especially high school teachers who generally to have less

interactions with parents compared to elementary or middle school teachers, workshops intended

to help improve “parental communication and collaboration,” (Grant 2016, pg 53) These

workshops or professional development conferences could show teachers ways to establish

initial contact with parents, what information to keep them updated on, and how to effectively

communicate any information related to the student’s progress in school. Teachers should also

work to familiarize themselves with the cultural differences that exist between the school and the

home, and to help involve parents who may struggle to involve themselves in their child’s class

work because of those differences, teachers should try “implementing culturally responsive

curricula, [and promote] integration of cultures within a school” or class (53).

Schools should also work to “[provide] families with a school contact person with whom

to discuss attendance or other issues. Giving parents the name and telephone number of at least

one person who is officially designated to discuss attendance issues may help parents guide

students to more regular attendance,” (Epstein 2002, pg 315). As stated before, parents

sometimes have no idea as to who they should contact should issues involving their child arise.

Schools could potentially organize a few events at the beginning of the year in which parents are

familiarized with important faculty members, resources available, and overviews of school

policy and how they relate to the student. This also gives parents an opportunity to voice the
A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
concerns they may have that stem from the home, such as transportation issues or conflicting

schedules, and collaboration can begin from that moment.

As the situation is currently across many high schools, communication between

teachers/school faculty and parents is often minimal, generally being limited to instances where

an issue has reached a point that requires immediate attention, and sometimes when a student has

accomplished something exceptional. When problems arise with a student, it is highly risky for

schools to wait until the moment an issue becomes a major barrier for a student’s success to then

bring in the parents. Collaboration between parents, teachers, administrators, and the community

at large should be established from an early point in the school year to ensure that all of those

stakeholders are aware of how to get in contact with one another should any concerns or

inquiries related to a student’s success appear. Research has shown that “[w]hen schools, parents,

families, and communities work together to support learning, students tend to earn higher grades,

attend school more regularly, stay in school longer, and enroll in higher level programs,” (Van

Roekel 2008, pg 1). While at the high school level it may seem as interaction between these

groups is not as necessary anymore, ultimately, it is highly beneficial to the progress students

make, and the discussed parties should be aware of what methods they can utilize or what could

be improved to create a more efficient school-relationship.

A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS

References

Barrett, Catherine. (2014). ​The Influence of Effective Leadership on Teaching and Learning.​

Journal of Research Initiatives. 1. 1-9.

Donohue, C. (n.d.). Using Technology To Connect With Parents. Retrieved from

http://www.nea.org/tools/63615.htm

Epstein, J., & Sheldon, S. (2002). Present and Accounted for: Improving Student Attendance

Through Family and Community Involvement. ​The Journal of Educational Research,

95​(5), 308-318.

Eulberg, J. (2018, August 13). 4 Communication Tools to Energize the Parent-Teacher

Relationship. Retrieved from

https://www.wgu.edu/heyteach/article/4-communication-tools-energize-parent-teacher-rel

ationship

Grant, J., Cobitz, Christopher I., Buckwell, Chip, Cobitz, Christopher, & Watkins, Rick. (2016).

​ roQuest
Understanding and Addressing Chronic Absenteeism in Secondary Schools,P

Dissertations and Theses.

Holloway, J.H. (2004, May). Research Link/How the Community Influences Achievement.

Retrieved November 11, 2018, from

http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/-How-the-

Community-Influences-Achievement.aspx

Kearney, Christopher A., & Graczyk, Patricia. (2014). A Response to Intervention Model to
A UNIFIED FRONT: PARENT PARTICIPATION IN SCHOOLS AND ITS EFFECT ON
STUDENT SUCCESS
Promote School Attendance and Decrease School Absenteeism. ​Child & Youth Care

Forum,​ ​43(​ 1), 1-25.

Mitrofanova, Y. (2018). Building Community-Schools Relationships (communityschools).

Retrieved November 12, 2018, from

https://lancaster.unl.edu/community/articles/communityschools.shtml

Parent, Family, Community Involvement in Education. (n.d.). Retrieved November 12, 2018,

from https://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdf

Preston, J.P. (2013). Community Involvement in School: Social Relationships in a Bedroom

Community: ​Canadian Journal of Education. ​Retrieved November 12, 2018, from

https://files.eric.ed.gov/fulltext/EJ1057943.pdf

Symeou, Loizos, Roussounidou, Eleni, & Michaelides, Michalis. (2012). "I Feel Much More

Confident Now to Talk with Parents": An Evaluation of In-Service Training on

Teacher-Parent Communication. School Community Journal, 22(1), 65-87.

Tobin, James. (2014). ​Management and Leadership Issues for School Building Leaders​. NCPEA

International Journal of Educational Leadership Preparation. 9. 1-14.

US Department of Education. (2016, October 27). Chronic Absenteeism in the Nation's Schools.

Van Roekel, N. P. D. (2008). Parent, family, community involvement in education. ​Policy Brief.

Washington, DC: National education Association​.

V Llamas, Alicia & Tuazon, Ariel. (2016). ​School Practices in Parental Involvement, It’s

Expected Results & Barriers in Public Secondary Schools.​ International Journal of

Science and Research (IJSR). 6. 59-78.