The historical relationship between parents and the schools forms the background for this recent survey that examined the role that parents of gifted children now play in educational programming. Parents across the New York metropolitan area responded to survey items built on twenty-seven modes of participation. Analysis of the results included comparisons of responses by parents, officers in parent associations, and public/private school affiliations. The survey confirmed the hypothesis that parents of gifted/talented children have not yet achieved high rates of participation in these school programs.
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