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Looking to the future, a very challenging topic in the U. S. and in other nations is the "scaleability" of research-based (or evidence-based) results of partnership programs and practices. After more than three decades of studies by countless researchers that confirm the importance of school, family, and community partnerships for student success in school, it is imperative to translate research to good policy and useful practice so that more schools—indeed all schools— organize effective programs to engage parents, other family members, and community partners in ways that support student success in school. There are opportunities in each nation to attain this imperative and there are challenges that limit progress. What have we learned about both opportunities and challenges to press forward so that schools develop and sustain goal-linked partnership programs to increase student achievement, good behavior, postsecondary planning, and other indicators of success? This question is at the heart of the equity issues discussed at ERNAPE-Lisboa.

While Zoom classes may work at the college level, they don't work for all students. For PreK-12 students, educators quickly realized a dramatic and disruptive digital divide among families and students in economically-stressed urban and rural communities across the country. At the start of the 20-21 school year, with COVID-19 continuing, it is imperative to resolve the technology challenge to connect with all families and help all students keep learning.

"School, Family, and Community Partnerships: Preparing Educators and Improving Schools, 3rd Edition prepares future teachers and administrators to conduct effective and equitable programs of family and community engagement that contribute to student success in school. Renowned authors Joyce L. Epstein and Steven B. Sheldon present the theories, research, policies, and practices that have been shown to improve the design and conduct of partnership programs in diverse communities and at all grade levels. Chapters include a historic overview of early research, recent studies with advanced methods, and many examples of research-based approaches for district leadership and school improvement. All chapters include discussion questions and classroom assignments that professors may use to provoke thinking and help future educators understand that family and community engagement is part of their professional work. New in this 3rd Edition: Updated, streamlined readings make it easy for students to explore early, influential studies that framed the field and recent studies of multilevel effects of leadership for partnerships. Comments, discussion topics, and classroom activities challenge students to think deeply about many aspects and issues of school, family, and community partnerships. Interview assignments enable students to hear the voices and views on partnerships of practicing educators, parents, students, and others in the community. Readings and activities across chapters help colleges and universities meet new standards of the Council for the Accreditation of Educator Preparation (CAEP) for graduates to "demonstrate their ability to effectively work with diverse P-12 students and their families." After decades of research and exemplary practice that confirm that family and community engagement is an essential component of good school organization, most new teachers and administrators still are unprepared to partner with all families to support student learning and development. This book will help professors in Schools, Colleges, and Departments of Education (SCDE) prepare their graduates to understand, organize, and continually improve partnership programs in all schools, with all families, and for all students"--

This study reports the results of efforts of school officials to implement family and community involvement activities to reduce the number of disciplinary actions and to ensure a school climate focused on learning. Using longitudinal data from elementary and secondary schools, analyses indicate that regardless of schools'prior rates of discipline, the more family and community involvement activities were implemented, the fewer students were disciplined by being sent to principals'offices or given detention or in-school suspension. Activities for two types of involvement, parenting and volunteering, were most predictive of reducing the percentages of students who were subject to discipline. Also, schools that improved the quality of their partnership programs reported fewer students in need of discipline. The results suggest that creating more connections and greater cooperation among the school, family, and community contexts may be one way for schools to improve student behavior and school discipline.

This study investigated how students' prior achievement is related to their homework behaviors (i.e., time spent on homework, homework time management, and amount of homework), and to their perceptions of parental involvement in homework (i.e., parental control and parental support). A total of 1250 secondary students from 7 to 10th grade participated in the study. Structural equation models were fitted to the data, compared, and a partial mediation model was chosen. The results indicated that students' prior academic performance was significantly associated with both of the students' homework variables, with direct and indirect results linking achievement and homework behaviors with perceived parental control and support behaviors about homework. Lowachieving students, in particular, perceived more parental control of homework in the secondary grades. These results, together with those of previous research, suggest a recursive relationship between secondary school students' achievement and their perceptions of parental involvement in homework, which represents the process of student learning and family engagement over time. Study limitations and educational implications are discussed. ; This work has been funded by the Department of Science and Innovation (Spain) under the National Program for Research, Development and Innovation: project EDU2014-57571-P, and from the European Union, through the European Regional Development Funds and the Principality of Asturias, through its Science, Technology and Innovation Plan (grant GRUPIN14-100 and GRUPIN14-053). ...

Department of Science and Innovation (Spain) under the National Program for Research, Development and Innovation [EDU2014-57571-P]; European Union, through the European Regional Development Funds; Principality of Asturias, through its Science, Technology and Innovation Plan [GRUPIN14-100, GRUPIN14-053]