Parent involvement should not be limited to traditional activities such as homework assistance, encouraging children to read and do homework, assuring school attendance, attending PTA/PTO meetings, conferences, plays, and other school events. Getting parents to support or spearhead school-improvement projects and volunteer at school during the day can be binding. Of course, many parents are unable to do this because of employment responsibilities, but they can contribute in other ways with some ingenuity and planning.

The National PTA has established standards for parent involvement:

Standard I: Communicating—Communication between home and school is regular, two-way, and meaningful.

Standard II: Parenting—Parenting skills are promoted and supported.

Standard III: Student Learning—Parents play an integral role in assisting student learning.

Standard IV: Volunteering—Parents are welcome in the school, and their support and assistance are sought.

Standard V: School Decision Making and Advocacy—Parents are full partners in the decisions that affect children and families.

Standard VI: Collaborating with Community—Community resources are used to strengthen schools, families, and student learning.

Epstein (1995) describes six types of parental involvement in schools:

1. Parenting. The basic obligations of parents include housing, health, nutrition, and safety for their children. Parents also should provide home conditions for learning at all levels.
2. Communicating. The basic obligations of schools include school-to-home communication (such as memos, notices, newsletters, report cards, conferences, and phone calls) and information (on schools, courses, programs, and activities). Parents provide home-to-school communication, making a two-way channel for interaction and exchange.
3. Volunteering. Parents volunteer their time and talents at school activities and fundraising.
4. Learning at Home. Parents help their children with homework and with setting educational goals.
5. Decision Making. Parents participate in PTA/PTO organizations and school decisions on policy, leadership, and advocacy.
6. Collaborating with the community. Parents encourage partnerships with community resources and services.

Cultural differences can create misunderstandings and barriers in parent-school relations, so teachers should make an effort to learn about the different cultures of their students. Nancy Feyl Chavkin and Dora Lara Gonzalez make recommendations for forging relationships with Mexican-American families. ERIC has an digest about Working with Diverse Learners and School Staff in a Multicultural Society. And an article by Fanny Crawford, Cultural Competence: Working with Children as Members of Families and Communities, is a useful source of information.