The authors describe how public participation of the parent community enrich their basic trust in the educational institutions. As one of the results of a large sociological research, authors describe the empirical typology of parents: "active” and “passive” (made by TwoStep cluster analysis). They differ by the matter of their public participation in solving problems in the sphere of education. The "active" parent community is characterized by various social activity for the benefit of the school and urban education system (formal and non-formal), and also they present a high level of trust in the educational policy (at the federal and regional and municipal levels).