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Principals were initially attracted to LINC because they understood that LINC can help them attain citywide early literacy development goals.

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Principals reported that LINC is responsible for a great variety of reading activities that are enjoyed by students, teachers, and other adults from the community who participate.

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Principals were particularly positive about the reading partners activities and they offered anecdotal evidence that these activities benefited the younger and older students who participated, not only with regard to their reading skills but also with their interest and performance in other areas.

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Most of the principals indicated that they had demanding schedules and workloads and appreciated that the LINC coordinators could be depended upon to draw attention to and help them achieve literacy goals.

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Some principals indicated that LINC programming had increased parent participation in school activities and they were particularly supportive of efforts to improve skills that will help parents provide more effective educational support to their children at home.

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Principals appeared to be supportive of parent participation on the school leadership team and some saw LINC involvement as a way to build more meaningful parent involvement on literacy subcommittees.

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Principals reported a number of ways that community members participated in literacy activities within the school. The result of increased participation, according to one principal, was higher visibility for the school and its educational goals, yielding contributed resources that they otherwise would not have received.