The purpose of the study was to examine if there was a relationship between socio-economic status (SES) and parental/community involvement in elementary schools, and if there is a significantly significant difference between low SES schools and high SES schools with regard to parental/community involvement. Socio-economic status was measured by…

The Community-Based Program (CBP) Model was developed to achieve several major goals: 1) to provide learning experiences to children that are functional for them at the time, 2) to emphasize family and community participation and development, 3) to emphasize broad service delivery to the family (as opposed to educational service to one child), and…

Background: Family and community involvement in schools is linked strongly to improvements in the academic achievement of students, better school attendance, and improved school programs and quality. Method: The Centers for Disease Control and Prevention conducts the School Health Policies and Programs Study every 6 years. In 2006,…

A 5-year project which focuses upon the processes necessary for initiation and implementation of a cross-cultural nursery school is at its midpoint in operation, with project nurseries having been established and presently operating in the San Francisco area. The family dwellings from which children are drawn consist of approximately equally…

58 rural Kansas women were interviewed when their children were three, six, or nine years old, and again two years later. Maternal alienation appeared to be primarily affected by socioeconomic status, community involvement, and maternal education. The validity of anomia as a social measure of rural women was also examined. (Author/SK)

Career education offers an opportunity for schools to build comprehensive programs that will help handicapped students prepare for independent living. To be successful, programs at the secondary level must include family and community involvement, hands-on activities, systematic assessment, vocational education, and early experience. (JOW)

Describes how the Oregon Transition Support Initiative aides youth returning to communities from juvenile correctional facilities. Stresses the importance of the child, parent or guardian, educational representative, parole officers, and members of the community working together with the assigned service coordinator to ease the difficulties of the…

A survey of 30 Department of Agriculture-funded school-age day care sites indicated that interlocking subsystems of community, school, and family help programs place the child at the center. At-risk families need safe and positive options from which to choose, adding an extra element of support. (SK)

Parents are one of the most important influences in positive child and youth development, yet too many caregivers, especially those in higher risk families, fail to receive supports that would improve parenting and family functioning. By strengthening parent/caregivers and their connections to resources, communities can improve child and youth…

This handbook, in English and Spanish, is designed for educators who want to develop meaningful parent and community involvement in public education in culturally and linguistically diverse communities. The advice of leaders of Hispanic, African American, Native American, and Asian communities is incorporated into five strategies to help develop…

Argues that the failure of programs for developmentally impaired children lies in the type of programs developed, their mode of delivery, and the organization of the care delivery system itself. Suggests that direct community and family involvement would be more effective than additional funding or expansion of current programs. (FMW)

Describes a community-based surveillance program for juvenile sex offenders that organizes and monitors continuous supervision for the youth by family and community members. The program also includes appropriate treatment and provides crisis intervention, while allowing the young people to remain with their families in their homes, schools, and…

Two PTAs sponsored events that capitalized on Halloween themes, engaged their communities in fall celebrations, and were safe, wholesome, and fun. With help from local volunteers, one school turned its gymnasium into a 19th-century British town with a fall/Halloween theme. Another PTA hosted a carnival, Spooktacular, that involved community…

Describes a model of service delivery for children with autism and pervasive developmental disorders that seeks to prevent at-risk students from being placed residentially and to return those who live in residential school to less restrictive environments. Describes the organization and critical components for the Family Support Program. Discusses…

Researchers and policymakers are increasingly interested in the issue of school accountability. Despite this, program standards for afterschool programs are not as fully developed as they are in other fields. This study bridges that gap and presents the results from a study that identifies benchmarks and indicators for high quality afterschool…