ABSTRACT
The basic premise that positive linkages between families and schools can promote children’s abilities to adapt positively to school and to achieve is well supported. As the two primary contexts for child development and socialization, the nature of family and school influences on the child’s developmental trajectory are each important in their own right. In addition, however, a number of models suggest that the quality of the communication and relationship between parents and teachers and between communities and schools may be critical determinants of children’s educational life course.
