This study examines the relationships between effective school-community relations, community support for schools, and student achievement in two communities of different socioeconomic makeup. The study was carried out in a rural area with low and middle income residents and in a suburban area with middle to upper income residents. A validated interview protocol was used to collect data from parents and school staff. Student data were measured through achievement test scores and academic grades for students in the fourth, fifth, and sixth grades. Results indicate that communication between home and school best accounted for satisfaction with school-community relations and for a sense of legitimacy at the rural school. Involvement of parents best accounted for satisfaction with school-community relations and for legitimacy at the suburban school. It was concluded that there was a clear difference between parents' involvement in activities and their participation in decision-making. Most of the issues that parents identified with resolution of conflict or problems were at the individual child-parent-teacher level. Alternative models to explain school-community relations were identified. Finally, the importance of conducting research at the local school site was indicated for the study of school-community relations and the politics of education. (Author/JM)