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SACPIE strives to provide family partnership best practices information to all stakeholders.


These reference websites include research, field experiences, and best practices for family, school, and community partnering.

  • Center on School, Family, and Community Partnerships

    The Center conducts research and applies this information to policy work and programs that help parents, educators, and community members work together to strengthen schools and families. Present on the website are professional development materials and success stories from the National Network of Partnership Schools, a program provided for schools and districts. There is also a focus on TIPS (Teachers Involve Parents in Schoolwork), a research-based type of interactive homework, and how to implement it.
  • FINE: The Family Involvement Network of Educators - Harvard Family Research Project

    The FINE website provides stakeholders with research dedicated to strengthening family-school-community partnerships. The website contains current studies as well as key foundational research from the past decade. Case studies, briefs, policy work, and ways in which to connect with other professionals on family engagement are also available on the website.
  • The SEDL National Center for Family and Community Connections with Schools

    SEDL provides this website of resources to support connections among stakeholders in students' lives. Provided are webinars, toolkits, literature based on research, and forums. There are also many easy to access and use briefs/handouts on a variety of topics ranging from working with diverse populations to legal mandates of No Child Left Behind.
  • Teaching and Learning Conditions Colorado (Formerly TELL)

Initiated through HB 08-1384, the Teaching & Learning Conditions (Formerly TELL) Survey is a statewide survey of school-based staff (teachers and leadership) on their perceptions of the teaching and learning conditions in their schools. This survey of Colorado educators, administered in 2009, 2011, 2013 and 2015 has found that Community Support and Involvement – whether parents/guardians in the community are engaged, influential, and supportive of teachers and schools - is highly correlated with student growth.


These articles are sample summary reviews of guiding work in the field.

  • California Department of Education. (2011). Family engagement framework: A tool for california school districts. Sacramento: Author. 
    Retrieved from 

    This article sets forth a framework created for California schools when considering working with families. This framework includes principles as well as tools, research, district activities, and rubrics for implementation, all of which are included in the document.
  • Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on achievement. Austin, TX: National Center for Family & Community Connections with Schools. 
    Retrieved from

    This is a comprehensive research review of the positive effects of schools partnering with families in improving student academic achievement and other outcomes, spanning two decades. Specific, concrete applications to practice are described, as are important concepts for community members and policy developers. Cultural and linguistic diversity is addressed specifically.
  • Jeynes, W. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47(4), 706-742. doi: 10.1177/0042085912445643. 
    Article can be accessed here.

    Jeynes’ analysis examines the relationship between academic achievement of students pre-kindergarten through 12th grade and parental involvement programs. The results indicate a significant relationship between academic achievement and parental involvement, and also discussed are several types of school-based parental involvement programs, which are effective. Significance and recommendations are shared. This is one of a series of meta-analyses, which highlight the importance of families in student achievement.
  • Redding, S., Murphy, M., & Sheley, P. (Eds). (2011). Handbook on family and community engagement. Lincoln, IL: Academic Development Institute/Center on Innovation & Improvement.
    Retrieved from

    The handbook discusses many specific topics within the field of family engagement, including collaboration in high school, with students who have disabilities, and in early childhood. Each chapter offers background on the topic as well as suggestions for action for the state education agency, local education agency, and school. Case studies are also presented, as well as a checklist for action at the conclusion of the handbook.
  • U.S. Department of Education, & SEDL (2014). Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships.  Retrieved from

    This document describes the shifting of family-school partnerships from a peripheral conversation to an integral component of educational reform. Specific roles and responsibilities for school staff and families are delineated by identifying specific challenges, conditions, policies, programs, and outcomes.

Disclaimer: The views and opinions expressed on this webpage are those of the State Advisory Council for Parent Involvement in Education and do not necessarily reflect the official policy or position of the Colorado Department of Education or the Colorado State Board of Education.