What prepares grades 7-12 mathematics teachers to initiate and sustain effective parent-teacher partnerships

Research continues to deliver evidence that closing the student achievement gap in the USA pays off both financially as well as in many other factors including job satisfaction and social mobility for the adult life of a student successfully finishing high school. However, how to close the achievement gap invites a variety of solutions. Current education methods in-place focus on standards and assessment. Integral to the implementation of a standards-based approach is that parents are a necessary component of closing the achievement gap. The challenge is getting and keeping parents involved throughout a student's academic career without negatively affecting other efforts of school and community. Such involvement depends on the efforts of parents and teachers as well as the grade-level of the student, and the student's learning needs. The purpose of this study was to understand what enables Grades 7-12 mathematics teachers to initiate and sustain effective parent-teacher partnerships. This study found that Grades 7-12 mathematics teachers value the partnerships they forge with parents, but are challenged by making time to communicate, clarity around roles for parents and students in the partnership, and adequate preparation before the teachers ever enter the classroom.