The purpose of this study was to explorepotential antecedents andbarriers to effective family–school–community partnerships in pre-kindergarten (PreK) programs serving children in rural settings who havebeen identified as being at-risk for later school failure. A total of 180 individuals participated in 27 focus groups conducted in nine targeted ruralcommunities. Focus group participants were comprised of parent groups, school personnel groups, and community stakeholder groups. Data from the focus group meetings identified several potential barriers to effective partnerships in these rural PreK programs, as well as discrepancies among the perceptions of parents, school personnel, and community stakeholders of the purpose and functions of such programs. Results are discussed in terms of implications for initiatives designed to increase family–school– community partnerships in rural (PreK) programs.
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