De Carvalho (2001) contends that each person, the teacher and the parent, both share roles in not only the education but the educational policies in public schools. According to this researcher, the acquisition of credentials, the social outcomes of education, and the larger economic, political, social, and cultural life are apart of duties that are thrust upon these roles. She argues that most people think that educational policy and the development of that policy should be in the hands of the school administrators, but to the contrary, educational policy does not only affect the private lives of families but articulates those lives in social reproduction.

Epstein and Connors (1992) stated that there are six major types of involvement for partnership programs that focus on education and educational policy development. These types are; involvement in decision making, governance, involvement in home learning, involvement in school, community collaborations, and advocacy. Potential barriers to this type of partnership development was listed as; the development of written policy, leadership and structure to implement the policy, a budget to support the policy, and an evaluation process to make sure the policy is meeting its goals.

Reference:

De Carvalho, M. (2001). Rethinking Family-School Relationships: A Critique of Parental Involvement in Schooling. Lawrence Erlbaum Associates Publications. NJ. Retrieved on July 9, 2009 from googlebookscom

Epstein, J., & Conners, L. (1992). School and family partnerships. National Association of Secondary School Principals Retrieved on July 9, 2009 from ERIC database.