This report summarizes the results of an exploratory study of the relationship between parents' educational expectations for their children, the children's perceptions of these expectations, and student outcomes. Of particular interest were the congruence between parental expectations and the children's perceptions of these expectations and the impact of this congruence on student achievement and attitudes toward school. The data for the present study came from an earlier investigation designed to determine the dependability of the Project LONGSTEP questionnaire responses. Students represented a 2% stratified random sample (by grade within each school) of the students participating in Project LONGSTEP during the 1971-72 school year. It appeared that parental expectations concerning both how far in school they wanted their children to go and how good a student they wanted their children to be can influence student attitudes toward school; however, such expectations did not appear to influence student achievement test performance. In the case of how far in school they wanted their children to go, no special effort may be needed to communicate these expectations. On the other hand, it appeared that parents with high expectations concerning how good a student they want their children to be would be well advised to make a special effort to communicate these expectations to their children. "Data Collection Instruments and Guidelines" developed for Project LONGSTEP referenced in Vol. I, Chapter II, Section C, will be accessioned TM 005 987 in RIEMAY77. (RC)