ABSTRACT
This conclusion presents some closing thoughts in the preceding chapters of this book. The book outlines lead educators and researchers to programs and research on the implementation of programs of school, family, and community partnerships in diverse communities. It is important to see how the research-based structures and processes discussed throughout the book actually work in urban, suburban, and rural communities; at the preschool, elementary, middle, and high school levels; in schools that serve families with diverse backgrounds; and with students at all ability levels. The goal-oriented approach to school, family, and community partnerships creates Action Team for Partnerships (ATP) dedicated to understanding, organizing, and conducting involvement activities that are directly linked to school improvement goals. Many people play important leadership roles in organizing an ATP, implementing plans, conducting activities, and evaluating results of partnership programs. Some ATPs include a business partner, librarian, police officer, city council official, scientist, medical expert, and faith-based leader as team members.
