ABSTRACT
Dialogue about parent involvement is pervasive in schools, policy circles, and in the voluminous body of research which extends over several decades. Virtually all educators, in suburban, urban, and rural school settings alike, theoretically support the notion that parent involvement is an essential element in students’ success in school. Educational policies in recent decades have included mandates for parent involvement (e.g., Goals 2000, No Child Left Behind, 2001 ). Yet, despite the existence of such pervasive and well-intentioned practices and policies, the longstanding trend of low parent involvement in urban schools has remained stagnant (Bowers & Griffi n, 2011).
