Patterns of home and school partnership for general and special education students at the secondary level

This article examines the relationship between adolescents' perceptions of home and school partnership practices and true 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 ed ucation students. The questionnaires were based on Epstein's framework of s ix types of partnership practices. Type 4, involvement in learning activiti es at home, predicted both outcomes of general education students. For spec ial education, type 4 and type 1 had the largest association with grades an d time spent on homework, respectively. The findings lend support to the vi ew that the degree of association between particular partnership practices and student outcomes may vary among general and special education students.