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

By Steven B. Sheldon. 2003

301 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d564d2bff4cad3da09223cc69808dc86bf329e17

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In Clinical Psychology

In Education

Citations in the corpus

Parent Involvement in Education: Toward an Understanding of Parents' Decision Making (2007, unknown): “, 1997; Jordan, Snow, & Porche, 2000; Starkey & Klein, 2000); homework completion (Cancio, West, & Young, 2004); statewide assessment scores (Sheldon, 2003); and behavior (e.”
Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities (2009, background): “The overall effectiveness of family-based prevention programs (Reid, Webster-Stratton, and Hammond, 2003; Spoth and Redmond, 2000; Epstein, 1991; Eccles and Harold, 1996; Sheldon, 2003; Ialongo, Werthamer, et al., 1999) is particularly affected by low participation levels because families often make”
Parent Involvement in Urban Charter Schools: New Strategies for Increasing Participation (2011, unknown): “…attitudes, expectations, homework completion, and state test results (Astone & McLanahan, 1991; Cancio, West, & Young, 2004; Dearing, McCartney, Weiss, Kreider, & Simpkins, 2004; Gutman & Midgley, 2000; Izzo, Weissberg, Kasprow, & Fendrich, 1999; Senechal & LeFevre, 2002; Sheldon, 2003).”
Testing a Structural Equation Model of Partnership Program Implementation and Parent Involvement (2005, background): “In a study of elementary schools, Sheldon (2003) found that schools with stronger partnership programs tended to have more students passing standardized state achievement tests.”
Excused Versus Unexcused: How Student Absences in Elementary School Affect Academic Achievement (2009, result): “This article supports previous efforts of attendance interventions regarding school outreach to parents and families, and the results indicate a continued need for parental involvement in the school and the community to improve academic outcomes (Epstein, 2001; Sheldon, 2003, 2007).”
Why Do Parents Become Involved? Research Findings and Implications (2005, background): “Haynes, Emmons, and Woodruff (1998), Sanders and Harvey (2002), and Sheldon (2003) offered additional evidence that a principal’s practices, including those identified by Griffith, are also linked to improvements in student learning, an ultimate goal of parental involvement in education.”
Getting Students to School: Using Family and Community Involvement to Reduce Chronic Absenteeism. (2004, unknown): “Studies show that when schools develop programs of school, family, and community partnerships, they have higher levels of parent involvement (Desimone, Finn-Stevenson, & Henrich, 2000; Epstein, 2001; Sheldon, 2003b; Sheldon & Van Voorhis, 2004), higher percentages of students pass standardized achie”
Parent Involvement and Mathematics Achievement: Contrast Across Racial and Ethnic Groups (2005, background): “…1996; de Carvalho, 2001; Henry, 1996; Smrekar, 1996), a growing body of evidence has emerged that suggests that involving parents in the education process enhances school success (Feuerstein, 2000; Jeynes, 2003; López, Scribner, & Mahitivanichcha, 2001; McNeal, 1999; Sheldon, 2003; Trusty, 1998).”
A Case Study of the Partnership Schools Comprehensive School Reform (CSR) Model (2005, methodology): “NOVEMBER 2005 (2002) adapted a framework that Porter (1994) originated to examine five policy attributes that may affect the quality of implementation of CSR models.”
Partnering with families and communities (2004, unknown): “Research and fieldwork show that such programs improve schools, strengthen families, invigorate community support, and increase student achievement and success (Epstein, 2001; Henderson & Mapp, 2002; Sheldon, 2003).”
School–family relationships, school satisfaction and the academic achievement of young people (2017, unknown): “Most of the research on school-family partnerships has focused on primary grades (see Author 2010; Sheldon 2003).”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “Strong parent-community-school partnerships, for example, are essential for promoting positive student achievement, although some evidence suggests that associations are stronger for elementary school children than for middle school children (Hill 2009; Sheldon 2003; Sheldon and Epstein 2005).”
Partnership Programs in U.S. Schools: Their Development and Relationship to Family Involvement Outcomes (2004, background): “Sheldon (2003) found that overall program quality was associated with higher levels of program organization (e.g., ATP meetings, planning involvement activities, and identifying a budget), as well as program outreach to parents (e.g., communication with families, recruitment and use of volunteers,…”