Patterns of Home and School Partnership for General and Special Education Students at the Secondary Level

Abstract

This article examines the relationship between adolescents' perceptions of home and school partnership practices and two student education outcomes: grades in French and time spent on homework. The participants for the study consisted of two groups, 525 general education students and 112 special education students. The questionnaires were based on Epstein's framework of six types of partnership practices. Type 4, involvement in learning activities at home, predicted both outcomes of general education students. For special education, type 4 and type 1 had the largest association with grades and time spent on homework, respectively. The findings lend support to the view that the degree of association between particular partnership practices and student outcomes may vary among general and special education students.