The purposes of this study were to investigate the relationship between the leadership style of elementary principals from Chapter One and Non-Chapter One Schools and to determine whether leadership styles were related to the achievement of third grade students. The study also sought to determine whether teachers perceive some styles to be more effective than others.The study was designed to test the following hypothesis: No significant relationship exists between leadership styles of the elementary school principals and student achievement in Chapter One and Non-Chapter One Schools.In order to test the hypothesis, twenty-two principals were selected from thirty-four schools in a Midwestern school district. Teachers using the Hersey and Blanchard LEAD-Other provided a leadership profile of their principal which included a perceived style and leadership effectiveness score. The Iowa Tests of Basic Skills were used to measure the achievement of third grade students over a three year period. An analysis of covariance was used to determine a relationship between the leadership style of principals and the achievement scores of third grade students.It was determined that leadership style and school type each were correlated significantly to student achievement. Style 1 (high task/low relationship) had the highest achievement scores, followed by Style 2 (high task/high relationship). Non-Chapter One Schools scored better on the tests than Chapter One Schools. The achievement scores varied when there was a style by chapter interaction. Chapter One students scored higher under Style 1 principals, while Non-Chapter One students scored equally well under a Style 1 or Style 2 principal. Teachers perceived the Style 2 principal to be the most effective style in both Chapter One and Non-Chapter One Schools. / Department of Educational Administration and Supervision

Public schools in California have suffered severe budget cuts, causing lay-offs among teachers and support staff, class size increases, and program cuts. This thesis includes an audit of a public elementary school to determine its use of public relations practices to establish family and community partnerships. Such partnerships often channel much needed resources into schools. In-person interviews were conducted with administrators, teachers, parents and community members. Participants were asked to answer both open-and closed-ended questions. School publications were also reviewed. 6 Results showed that the school has established partnerships within the community. These partnerships were established to provide services to children without access to dental or healthcare. However, these partnerships are limited, and they impact only a small number of students. Results also show a willingness on the part of parents and community members to volunteer at the School. However, the School has not communicated that there is such a need. Suggestions are made for ways the School might use public relations to enhance outreach efforts.

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