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Decades of research establishes positive associations between parental involvement and a number of important student outcomes, including student achievement. Furthermore, a number of technological innovations make facilitating parental involvement more possible than ever. Those possibilities, however, require varying levels of technological sophistication and infrastructure developments in the homes and communities. That a well-documented digital divide exists between low-income and more-affluent communities means that students and families who live in low-income communities—generally, people of color—can be denied access to opportunities for meaningful involvement in and engagement with the schools. To avoid creating an opportunity gap, school leaders must therefore understand and work with the families and communities whom they serve as they move toward technological facilitation of home–school–community connections. Late in 2004, the superintendent of the Metropolitan Nashville Public Schools in Tennessee, Dr. Pedro Garcia, undertook an act of community engagement that was equally brave and noteworthy. Garcia invited the entire community to complete a survey to elicit opinions on his job performance. Over 2,000 community residents completed the Journal of School Public Relations Volume 28—Winter 2007 57 07_167_5Becker.qxd 4/16/07 10:27 AM Page 57

Mind the Gaps: Exploring the Use of Technology to Facilitate Parental Involvement, Particularly for Historically Underserved Populations