The extant literature documents the importance of school counselors’ roles in school–family–community partnerships, yet no model exists to guide school counselors through the process of building partnerships. The authors propose a model to help school counselors navigate the process and principles of partnerships. They define partnerships; discuss the principles of democratic collaboration, empowerment, social justice, and strengths focus that should infuse partnerships; enumerate a partnership process model; and discuss implications for practice and research.

Using social capital theory as a framework, the authors examined data from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2004) to investigate how student contact with high school counselors about college information and other college‐related variables influence students' college application rates. In addition to some college‐related variables, the number of school counselors and student contacts were significant predictors of college application rates. Implications for school counselors and counselor training are included.

Over the past two decades, research on urban schools has focused predominantly on achievement gaps. However, achievement gaps exist because of gaps in opportunities for urban, low-income, and racially/ethnically diverse students. Partnerships among schools, families, and communities can provide the enrichment opportunities, support, resources, and programs that students need to be educationally resilient despite adversity. School counselors are in a unique position to promote resilience through equity-focused school–family–community partnerships and parent/family–school compacts based on empowerment, democratic collaboration, social justice, and strengths-based principles. This article describes a step-by-step, equity-focused partnership model that school counselors can implement as part of their school counseling program.

The authors examine the effects of school bonding on academic achievement (measured by math achievement scores) in a sample of 12th graders from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2005). Components of school bonding have proximal and distal effects on academic achievement. Attachment to school and school involvement had direct effects on achievement; attachment to teachers and school commitment behaviors had indirect effects on achievement through school‐related delinquency and prior achievement. Implications for counselors are discussed.

A multidimensional study examines both the dimensions of school counselors’ involvement in school-family-community partnerships and the factors related to their involvement in partnerships. The School Counselor Involvement in Partnerships Survey was revised and its factor structure examined. Principal factor analyses revealed three dimensions of partnership involvement. A national sample of 217 school counselors was drawn from the Common Core of Data, and hierarchical regression analyses indicated that collaborative school climate, school principal expectations, school counselor self-efficacy about partnerships, role perceptions, time constraints, and hours of partnership-related training were associated with school counselor overall involvement in partnerships. Implications for school counselor practice, training, and research are discussed.