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Achieving College DreamsHow a University-Charter District Partnership Created an Early College High School$
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Rhona S. Weinstein and Frank C. Worrell

Print publication date: 2016

Print ISBN-13: 9780190260903

Published to Oxford Scholarship Online: May 2016

DOI: 10.1093/acprof:oso/9780190260903.001.0001

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Parent Involvement and the Home–School Divide

Parent Involvement and the Home–School Divide

(p.143) 7 Parent Involvement and the Home–School Divide
Achieving College Dreams

Nilofar Sami

Frank C. Worrell

Rhona S. Weinstein

Oxford University Press

This chapter reports on a mixed-method study of parent involvement at the California College Preparatory Academy in its third year and of the barriers experienced by both parents and teachers in supporting students in this high-expectation school. The goal was to bridge the home–school divide through a greater understanding of obstacles and through changes in practices. Among the findings, parents and teachers saw things differently, with a gap in perceptions about how much support was provided by each side as well as a gap in expectations about who was responsible for what kind of support. The school took both the initiative and onus of responsibility in making sure that parents were heard and collaboratively engaged. By better supporting teachers, the school shifted what was at the start an uncomfortable distance to a more trusting partnership with families.

Keywords:   CAL Prep, collaboration, home–school communication, homework, parent/parents, parent involvement

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