Surveyed fifth-graders and school staff in 117 elementary schools regarding school processes and outputs. Found that the open systems and human relations models provided the best-fit statistics and explained the most variance in achievement progress, followed by the rational goal model. Explored implications for effective schools research and…

Examined relationship between school- and classroom-level support and academic achievement among elementary school students. Found that at the individual level, instrumental and expressive support related positively to self-reported GPA. At school level, only expressive support related positively to self-reported GPA. School expressive support…

Examined relation between parent-student consensus regarding perceptions of the school environment and evaluation of school environment. Found that consensus was positively related to evaluation of school environment. Schools with more racially/ethnically diverse student populations and more school newcomers showed less student-parent consensus…

Surveyed students and parents from 122 public elementary schools to examine relations among school characteristics, parent involvement, and parent perceptions. Found that specific characteristics were associated with higher and lower parent participation at the individual level and at the school level. (LPP)

Studied relationship between student and parent perceptions of school social environment (SE) and school membership. Found that the relationship of parent satisfaction to SE was best explained by school climate, school-parent communication, and empowerment of parents. The relationship of student enjoyment to SE was best explained by staff…