{
  "id": "R40483",
  "type": "CRS Report",
  "typeId": "REPORTS",
  "number": "R40483",
  "active": false,
  "source": "EveryCRSReport.com",
  "versions": [
    {
      "source": "EveryCRSReport.com",
      "id": 352363,
      "date": "2009-04-01",
      "retrieved": "2016-04-07T02:36:57.575475",
      "title": "Parental Involvement Provisions in the Elementary and Secondary Education Act (ESEA)",
      "summary": "Requiring or encouraging parents\u2019 involvement in the education of their children has been a long-standing goal of Title I, Part A, Education for the Disadvantaged, authorized by the Elementary and Secondary Education Act of 1965 (ESEA), most recently amended by the No Child Left Behind Act of 2001 (NCLB, P.L. 107-110). NCLB encourages parents\u2019 involvement by requiring Title I-A schools and local educational agencies (LEAs) to develop, in conjunction with parents, parental involvement policies and school-parent compacts. Schools in LEAs that receive over $500,000 in Title I-A funding must also reserve at least 1% of their Title I-A funds for parental involvement activities. Additionally, the ESEA requires that parents receive notification on their child\u2019s school\u2019s performance, and, if applicable, their right to transfer their child to a school that met Adequate Yearly Progress (AYP) or to request free tutoring for their child.\nThis report begins by discussing the various definitions of parental involvement, barriers to increasing parental involvement, research on parental involvement and student achievement, and parental involvement requirements prior to NCLB. It then covers the parental involvement requirements in Title I-A, Sections 1116 and 1118, that were enacted under NCLB and their implementation. A brief discussion of parental involvement requirements in other sections of the ESEA follows. This report concludes by considering two alternative approaches to increasing parental involvement: public charter schools and community schools.",
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      "typeId": "REPORTS",
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}