ABSTRACT
We have known for some time that parents play a critical role in both their children’s academic achievement and their children’s socioemotional development (e.g., Clark, 1983; Comer, 1980, 1988; Eccles, Arbreton, et al., 1993; Eccles-Parsons, Adler, & Kaczala, 1982; Epstein, 1983, 1984; Marjoribanks, 1979). It is only recently, however, that researchers have studied the role schools play in encouraging and facilitating parents’ roles in children’s academic achievement. Critical to this role is the relationship that develops between parents and teachers and between communities and schools. Although a relatively new research area, there is increasing evidence that the quality of these links influences children’s and adolescents’ school success (e.g., Comer, 1980; Comer & Haynes, 1991; Epstein, 1982, 1987; 1990; Stevenson & Baker, 1987; Zigler, 1979), in part because high quality linkages make it easier for parents and teachers to work together in facilitating children’s intellectual development (e.g., Bronfenbrenner, 1974, 1979; Epstein, 1983, 1986; Epstein & Dauber, 1988; Jacobs, 1983; Stevenson & Baker, 1987). Yet, mounting evidence suggests that parents and teachers are not as involved with each other as they would like to be. Several studies find that parents want to be more involved with their children’s education and would like more information and help from the schools in order to meet this goal (Baker & Stevenson, 1986; Comer, 1980, 1988; Dauber & Epstein, 1989; Dornbusch & Ritter, 1988; Leitch & Tangri, 1988; Rich, 1985). Teachers also want more contact with parents (Carnegie Foundation, 1988; Epstein & Becker, 1982). Furthermore, the situation gets worse as children move from elementary school into secondary school, when parents’ active involvement at the school declines dramatically (Carnegie Corporation, 1989; Epstein, 1986).
