Assumptions underlying traditional approaches include that the school possesses the expertise and wisdom to determine policies on interactions and school affairs. A study of selected inner-city schools in Chicago serving black students showed that many urban families were headed by young, single parents, most of whom had had unsuccessful or negative school experiences themselves. Only 47 percent of teachers believed in strong parental involvement in school policy and affairs. This finding illustrate teachers' resistance to parental involvement. Clearly, new approaches are needed to improve parent-school cooperation. Such approaches must be sensitive to the needs of both teachers and parents. The overriding principle must be the presence of quick, direct, and recognizable benefits to both groups. Strategies may range from those involving parents as clients, producers, consumers, or governors; each differing in the degree of parental involvement and the planning required. Programs involving parents as clients may include school newsletters and home visits. Some schools have emphasized home learning, providing training for parents and siblings; others involved parents as classroom volunteers. Some schools have enlisted parents as governors in antivandalism programs and school cleanups. 2 notes and 7 references.