Let’s start a conversation about our “public school system” by breaking this phrase down into its component parts. The word “public” means that citizens are in charge. The word “school” refers to all things educational that are done on behalf of the citizens. And “system” tips us off to the fact that there are a number of parts that interact with one another in ways that create actions and reactions.

The school board is a leading part within the public school system. School board members are elected by the citizens (the public) to represent their interests in managing other parts of the educational system. Board members accomplish this in the short term by hiring skilled managers, setting operating policies, developing budgets, negotiating contracts, and approving curriculum materials. In the longer run, school boards serve their constituents best by creating a vision that guides decision-making on issues that anticipate future internal needs and external demands.

Now let’s try to give a slightly different twist to the discussion above. The “public school system” means that families (the public) are in charge of the educational activities that involve their children. Parents and grandparents elect school board members (often also parents) to represent their interests.

This all makes sense, right? So, there should be little argument that school boards would support family involvement in the educational system itself. And yet… how often does that actually occur in practice? The short answer is: not often enough. This conclusion comes despite the overwhelming evidence that family factors play an essential role in academic performance, school climate issues, and support for the educational system itself.

So what can school boards do to increase family involvement in the schools? One important step to take would be a commitment by board members to increase specific programs and teacher practices that incorporate family engagement strategies. As well, when current initiatives and training opportunities are up for refunding, or when new policies come before the school board, members would lend the greatest support to those activities that contain plans for significant parent involvement.

Given the rather bleak landscape of local and state funding for education in the near future, it would seem reasonable to conclude that school board members have a compelling reason for taking actions that would increase the involvement (and therefore the felt sense of investment) of its main funders; i.e., the families of school-aged youth in their community, and the grandparents of those youth who have already received their education in the current district or elsewhere. Bottom line: a strong school board will support strong family involvement in the educational process.