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Introduction. The discourse that has unfolded recently about the future of the school, about the difficult relationship between the school and the parents of students, about the difficulties of introducing state-public administration has led to the need for a scientific understanding of the position of modern parents regarding the education of their own child and in the broader context of their participation in educational policy. The main goal of this theoretical article is to analyze the current features of the interaction between school and family and to build a comprehensive model for the participation of parents in the education of their children and in the educational policy of the school. Methodology and methods. The study refers to the comparative analysis and generalization of the results of the specialized and comprehensive scientific data, dedicated to the problems of parental positions in mutual relations with the school. Methodology of research composed of complex approach, detailed and subjective approaches, semantic analysis of central points, synthesis of positions and partial models, proposed different researchers. Results and scientific novelty. In the course of the work, studies were analyzed on the problems of interaction between parents and schools, the concepts of “parental involvement/participation”, “educational policy and its subjects”. The created model reveals the personal and institutional aspects of parental participation, taking into account the different levels of subjectivity of the participants in the interaction. The novelty of the proposed model lies in the fact that it compares two types of participation: participation in the construction of the child's educational space and participation in the educational policy of the school. At the same time, three groups of factors are identified that determine the nature of participation: “subjects” of participation or interest of parents, based on their idea of the quality of education; communication channels, ways of interaction between educational subjects; socio-psychological “motivators” for participation. Practical significance. The resulting model allows the school to purposefully adjust the processes of interaction with parents. The model also serves as the basis for empirical research to identify the conditions for effective family-school cooperation and its impact on the child's school well-being and educational achievement.

The work actualizes the need for the active involvement of parents in the activities of the school. There is an ever-increasing interest of specialists in various fields of scientific knowledge in the problem of interaction between the school and the parental community. The results of a questionnaire pull conducted among 1239 parents of pupils of different types of schools in St. Petersburg, regarding the degree of their desire to influence the work of an educational institution are presented. An educational program is proposed for implementation aimed at expanding the horizons of legal representatives of students about the school, the tasks facing it, which could assist in increasing parental participation in the educational process of their children, would contribute to the removal of possible conflict tension in the interaction of subjects of the educational process, helped better understanding of mutual requests from school to parents and from parents to school.

The main goal of the article is to describe the social efficiency of St. Petersburg schools using such criteria as subject effectiveness and functional literacy. The marker of social efficiency in the empirical studies carried out by the authors of the article is the frequency of school students turning to tutoring services. The methodological basis of the study is the use of the method of secondary data analysis, which was obtained from a series of surveys among schoolchildren, parents, teachers and St. Petersburg school leavers. In addition to the empirical data obtained, the Unified State Exam ratings of the schools that took part in the surveys were collected. The concepts of the effective school are presented. The generalized “portraits” of the effective (according to the Unified State Examination criterion) and socially effective in terms of the frequency of accessing the services of tutors are given. Authors also provide the characteristics of the functional literacy concept and highlight the signs of school effectiveness by the criterion of functional literacy. Characteristics that were most distinct for effective and inefficient schools by the criterion of functional literacy were visualized. The information obtained as the result of the study can be used by school principals and teachers to improve the quality of the educational institutions’ activities and their social efficiency.