Rochelle P.

De Leon
February 18, 2023

Reaction Paper for the Report:

Chapter 1: A Comprehensive Framework

BIBLIOGRAPHIN INFORMATION
Epstein, Joyce L.; Sanders, Mavis G.; Simon, Beth S.;Salinas, Karen Clark; Jansorn, Natalie
Rodriguez; Van Voorhis, Frances L.. School, Family, and Community Partnerships: Your
Handbook for Action. Second Edition.
https://resources.corwin.com/partnershipshandbook/student-resources/powerful-tools

MAJOR POINTS

This chapter includes three articles summarizing the theory, research, and practical

approaches that will help educators develop and sustain excellent programs of school, family,

and community partnerships at all school levels.

The first article describes the framework of six types of involvement, identifies

challenges that must be met to engage all families, and provides results of well-implemented

programs of school, family, and community partnerships. It discusses an action team

approach for developing comprehensive partnership programs.

The second article presents an overview of how connections with the community can

be organized in comprehensive partnership programs. It discusses the benefits that occur

when home, school, and community work together to support student learning and

development.

The third article summarizes research on the results of family and community

involvement on student academic and behavioral outcomes. Goal-linked partnerships may

improve results for students in reading, math, science, attendance, behavior, and other

important indicators of student success in school.

 Chapter 1: A Comprehensive Framework

There are many reasons for developing school, family, and community partnerships.

Partnerships can improve school programs and school climate, provide family services and

support, increase parents’ skills and leadership, connect families with others in the school and

in the community, and help teachers with their work. However, the main reason to create

such partnerships is to help all youngsters succeed in school and in later life. When parents,

teachers, students, and others view one another as partners in education, a caring community

forms around students and begins its work.

Underlying these policies and programs is a theory of how social organizations

connect; a framework of the basic components of school, family, and community partnerships

for children’s learning; a growing literature on the positive and negative results of these

connections for students, families, and schools; and an understanding of how to organize

good programs. This chapter summarize the theory, framework, and guidelines from our

research that should help elementary, middle, and high schools and education leaders take

similar steps toward successful partnerships. Schools and communities talk about programs

and services that are family-friendly-meaning that they take into account the needs and

realities of family life, are feasible to conduct, and are equitable toward all families.