The LSNA came together to join together parents in various neighborhoods and really try to increase parent involvement in schools, and it did so by treating all parents as valuable resources for the children. For example, the LSNA worked with parents to get several of them into classes to learn English or other skills (Brown, 2010)
After school programs "came about when the need for child labor decreased, and, at the same time, societal expectations that schooling should be compulsory grew. These shifts created a new temporal zone: the out-of-school hours" (Hull and Zacher, 2010)
His impression was that, "Schools wanted -- genuinely wanted -- the support of the larger community, but had an ambivalent attitude towards the active presence and involvement of parents. Parents felt that" (Purcell, 2010)
Issues of race and class often reared their heads. Yet, as we hoped, these disagreements also created opportunities for common ground (Rothman, 2009)