Chapter 6: A Multilevel Examination Of The Distribution And Effects Of Teacher Trust In Students And Parents In Urban Elementary Schools

Researchers have increasingly recognized the importance of relationships that connect families and schools. Indeed, several studies have suggested that strong school-family relationships matter to student achievement (Bank & Slavings, 1990; Garnier & Raudenbush, 1991; Jones & Maloy, 1988; Lareau, 1987; Lee & Croninger, 1994; Sui-Chu & Douglas, 1996). Relationships between families and schools are also the focus of federal and state educational policy. For example, the National Education Goals Panel (1995) stated, “if the National Education Goals are to be achieved, families, schools, and communities must work collaboratively to form strong family-school-community partnerships” (p. 63). Thus, strong relationships are the focus of both research and policy. But what is it that makes relationships strong? In large part, we believe the answer is trust. We believe that trust is at the heart of strong relationships that help children learn, particularly disadvantaged children. The purpose of this study was to investigate trust as a critical element of the relational networks that facilitate success in urban elementary schools.