ERIC Number: ED197425
Record Type: RIE
Publication Date: 1980-Aug
Reference Count: 0
The Relationship Between School-Community Relations and Student-Achievement in Elementary and Secondary Schools. Parts 1 and 2.
This study considered the relationships among five variables of school-community relations (access, communication, involvement, participation, and conflict resolution); measured the general relationship between parents' perceptions of school-community relations and their children's academic achievement; measured the contribution of each of the five variables to an overall measure of effective school-community relations; measured the relationship between a student's perception of school-community relations and achievement; and examined the general relationship among perceptions of parents and students about school-community relations and student academic achievement. A validated interview protocol was used to collect data from parents and students. Student data were measured through achievement test scores and academic grades for students in the fifth and eleventh grades in an elementary school and a high school in a small community. The variable that related most closely with student achievement was the variable of conflict resolution. The variable of communication predicted at least 50 percent of the variance of effective school-community relations for parents. Involvement appeared to be a more critical variable among secondary students than any other group. A proposed model and alternate models were developed to explain school-community relations. (Author/MLF)
Descriptors: Academic Achievement, Bibliographies, Case Studies, Community Involvement, Conflict Resolution, Educational Research, Elementary Secondary Education, Individualized Instruction, Interviews, Literature Reviews, Models, Organizational Communication, Parent Attitudes, Parent Participation, Parent School Relationship, Path Analysis, Questionnaires, Research Methodology, School Community Relationship, Statistical Data, Tables (Data)
Publication Type: Information Analyses; Reports - Research; Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.
Note: Ph.D. Dissertation, University of Wisconsin. For related documents, see ED 165 311-312 and ED 180 120. Some tables and appendices may not reproduce clearly.