BACKGROUND AND OBJECTIVE: The European project "EUXarxaClau: Families for Educational Success" focuses in to transfer and implement innovative educational practices at an European level. The project is based on a Strategic Partnership in the field of education that has been designed to reinforce interaction between practices, research and policy with the purpose to go after a promotion of a greater participation of the families in the schools based on their training in Successful Educational Actions (SEA), namely based on scientific evidences. METHOD: This Strategic Partnership heads to transfer to Europe an experience of social transformation that is already being implemented in Spain where social agents of base like relatives and other community members are completely involved. PRELIMINARY RESULTS: The Xarxa Clau project: Families for Educational Success is being developed in Catalonia (Spain) since 2012 and in just one year of the project, 449 parents have been trained and achieved that 51 AMPA were developing the SEA in the educational centres of their sons and daughters, etc. CONCLUSIONS AND PRACTICAL IMPLICATIONS: SEA emerge as universal and transferrable practices that are creating successful learning environments anywhere they are implemented. In this sense Included research has demonstrated the vital importance of participation and training of the families and its interrelationship between family and community as catalyst of school success. Concretely, multipliers events have been alternated with intellectual outputs (on-line training for families associations and training material aimed at families) and with presencial trainings for families to allow the main objectives of the project.

Chen, Z.-Y., & Kaplan, H.B. (2003). School failure in early adolescence and status attainment in middle adulthood: A longitudinal study. Sociology of Education, 76, 110–127. Cooper, H., Robinson, C.J., & Patall, E.A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62. Crozier, G. (2000). Parents and schools: Partners or protagonists? Stoke on Trent: Trentham Books. Dannesboe, K.I., Kryger, N., Palludan, C., & Ravn, B. (2010). The social world of children’s homework. International Journal About Parents in Education, 4(1), 11–22. Deslandes, R. (2009). International perspectives on student outcomes and homework: Family–school–community partnerships. London: Taylor & Francis. Epstein, J.L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press. Martínez-Gonzalez, R.A., Pérez-Herrero, M.H., Álvarez-Blanco, L., & García-González, M.P.(2009). Observatory on family–school–community partnership in Spain. A longitudinal programme to promote quality in education and social development. In R. Deslandes (Ed.),International perspectives on contexts, communities and evaluated innovative practices. Family–school–community partnerships (pp. 110–125). New York: Routledge, Taylor &Francis Group.