This article demonstrates that there is virtual unanimity among America’s educational leaders in the belief that when parents become involved in their children’s education, the children do better in school. Moreover, the study also reveals that in educational circles serious disagreements exist among leaders as to the degree to which parents should be involved in their children’s education. Central to the study is a small Catholic elementary school whose parental involvement program is not only diametrically opposed to contemporary educational thinking but could be interpreted as a refutation of it.

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