In the past few decades, state and federal laws have promoted school collaboration, and a stronger role for parents in their children’s education. Collaboration has been one of the cornerstones for several educational movements, including school accountability and community schools, therefore it is vital that parents contribute to the process by becoming active participants. As a result, collaboration strategies have become central policy tools or instruments for improving education that is embedded in a variety of educational laws (e.g., the No Child Left Behind Act).
Research shows that parental involvement at all grade levels, can assist in the academic and behavioral performance of students. When parents work collaboratively with schools, they assist in ensuring that effective practices are employed. Kochhar-Bryant (2008) notes that the ability of professionals and parents to collaborate to solve problems and to improve education
has become so important that just about every set of new standards for the preparation of teachers, administrators, and related school personnel now addresses collaboration. Collaborative endeavors refer to relationships and strategies designed to ensure that quality services are Provided to meet every student’s educational needs.
Collaboration has gained increasing attention because people accomplish more and make better decisions when they work effectively together. For too long parents were not included in the collaborative experience, therefore their concerns were not voiced. It is not surprising that collaboration between teachers and parents has become even more important because of the relevance in achieving new school reform requirements that promote equitable practices for every student. The reality is that these higher expectations for schools demand that educators
develop a wider range of collaborative skills to partner with parents and communities.