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Linking School–Family–Community Partnerships in Urban Elementary Schools to Student Achievement on State Tests

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Abstract

This study examines the relationship between the quality of school, family, and community partnership programs and student performance on state-mandated achievement tests. Data from 82 elementary schools, located in a large urban area, were collected to explore the relationship between family and community involvement and students' achievement test performance. Analyses show that, controlling for school characteristics, the degree to which schools were working to overcome challenges to family and community involvement predicted higher percentages of students scoring at or above satisfactory on state achievement tests. The findings suggest that schools' efforts to involve families and the community in students' learning may be a useful approach to help students achieve in school, especially for students in early elementary grades. Also, the findings illustrate the importance for schools located in large urban areas to address obstacles to family and community involvement to realize the benefits associated with family and community involvement.

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Authors and Affiliations

  1. Center for Social Organization of Schools, Johns Hopkins University, 3003 North Charles Street, Suite 200, Baltimore, MD, 21218

    Steven B. Sheldon

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  1. Steven B. Sheldon
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Correspondence to Steven B. Sheldon.

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Sheldon, S.B. Linking School–Family–Community Partnerships in Urban Elementary Schools to Student Achievement on State Tests. The Urban Review 35, 149–165 (2003). https://doi.org/10.1023/A:1023713829693

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