For example, due to the many responsibilities that school staff already have, developing effective school-community relationships may not receive the dedication and effort necessary to obtain a positive result. Teachers may focus more on relationships with families and students and not recognize the importance of involving the community as well. If the benefits of school-community engagement are discussed with all stakeholders and an understanding is developed regarding the research findings that show school-community engagement efforts yield positive results in student achievement, neighborhoods and society as a whole, school-community engagement initiatives will receive the attention it deserves. Regarding the importance of school-community relationships, research by Sanders (2001) shows us that, in one specific study, although the number of community partners was not as great as hoped, satisfaction with the The regard for community partnerships developed was high among all stakeholders, with 88% of schools reporting satisfaction with the quality of their partnership activities, although 43% were dissatisfied with the number of activities (p.