Parent involvement in a student's school has statistically shown to increase the student's achievement (U.S. Dept. of Education, 1995). Studies have shown a positive correlation between parent involvement and student outcomes, such as increased student achievement. Students, including those from low socioeconomic status (SES) groups whose parents are involved in their schools, do better academically in terms of grades and standardized test scores, and are less likely to drop out than students whose parents are less involved (U.S. Dept. of Education, 1995). The San Diego County Education Department describes a number of studies that examine the relationship between parent involvement and student achievement. Among other findings, these studies show that one of the key predictors of a student's achievement in school is not income or social status, but the extent to which that student's family is able to become involved in their child's education at school. "The evidence is beyond dispute; parent involvement improves student achievement. When parents are involved, children do better in school," according to Ruth Yoon, Director of Parent Involvement Initiatives for the Los Angeles Annenberg Metropolitan Project. (Parents as Learning Partners, 2000).

School and parent/family/community partnerships are also associated with positive effects on student outcomes, such as higher levels of academic achievement in terms of factual, conceptual, critical, and attitudinal aspects of learning. Importantly, these partnerships result in reductions in student dropout, delinquency, and pregnancy rates, and increases in attendance rates (Eccles and Harold, l993). When a critical mass of parents is involved, the whole school seems to improve (Yoon, 2000). "When schools, families, and communities work together to support learning, children tend to do better in school, stay in school longer, and like school more" (National Center for Family & Community Connections with Schools, Southwest Educational Development, 2003).