the school-family compacts of participating schools before and after this
improvement effort. New compacts are
more focused on student learning and
linked to school data. They are stimulating new, creative activities in schools.
Connecticut’s Department of Education
will be launching the program statewide
as a best practice for Title I parent
involvement, leveraging the language of
the law to create a powerful strategy for
parent-teacher collaboration. EL
1Other important partners were the state
Parent Involvement Resource Center and
the Capitol Region Education Council.
Henderson, A. T., & Mapp, K. L. (2002).
A new wave of evidence: The impact of
school, family and community connections on student achievement. Austin, TX:
Southwest Educational Development
For most schools,
compacts are a
Lab. Retrieved from www.sedl.org/
Stevenson, Z., Jr., & Laster, C. (2008).
2003–2006 monitoring cycle report.
Washington, DC: U.S. Department of
Education, Office of Elementary and Secondary Education, Student Achievement
and School Accountability Programs.
Retrieved from www.ed.gov/admins/
Weiss, H. B., Lopez, M. E., & Rosenberg,
H. (2010). Beyond random acts: Family,
school, and community engagement as an
integral part of school reform. Washington,
DC: U.S. Department of Education.
Retrieved from www.hfrp.org/content/
Anne T. Henderson is a senior consultant with the Annenberg Institute for
School Reform and coauthor (with Karen
Mapp, Don Davies, and Vivian Johnson)
of Beyond the Bake Sale: The Essential
Guide to Family-School Partnerships (The
New Press, 2007); AnneTHenderson1@
yahoo.com. Judy Carson is program
manager for family and community
engagement in the Connecticut
Department of Education; Judy.Carson@
ct.gov. Patti Avallone is a retired
principal and former Title I director for
the New Haven school district; patricia
Whipple is district program coordinator
and trainer for the Parent Outreach and
Engagement department of San Diego
Unified Schools; firstname.lastname@example.org.
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