Title I

  • When Parents are involved, research shows:

    • Students achieve more regardless of socio-economic status, ethnicity, or parents' educational level.
    • The more extensive the parent involvement, the higher the student achievement.
    • Students exhibit more positive attitudes and behavior.
    • Students have higher graduation rates and greater enrollment rates in post-secondary education.

    How can parents become involved?

    Epstein's Framework of six types of involvement for Comprehensive Programs of Partnership:

    PARENTING: Assist parents in learning about effective parenting skills through school and community workshops. Help all families establish home environments to support children as students.

    COMMUNICATING: Initiate regular two-way communication between home and school. Design effective forms of school-to-home communications about school programs and their children's progress.

    VOLUNTEERING: Be a school volunteer. Recruit and organize parent help and support.

    LEARNING AT HOME: Provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning.

    DECISION MAKING: Parents must be a part of school decision-making committees such as the School Accountability Committee.

    COLLABORATING WITH THE COMMUNITY: Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development.


    • Parents of all children in all Title I schools have the right to request and receive timely information on the professional qualifications of their children's classroom teachers.
    • Whether the teacher has met state qualifying and licensing criteria for the grade levels and subject areas in which the teacher is teaching.
    • Whether the teacher is teaching under emergency or another provisional status through which state qualification or licensing criteria have been waived.
    • The baccalaureate degree major of the teacher, and any other graduate certification or degree held by the teacher, including the field of discipline of the certification or degree.
    • Whether the child is provided services by paraprofessionals and, if so, their qualifications.