This study explored the relationship between school quality and the degree of parent involvement. The measures of school quality consisted of 21 variables representing four categories--student achievement, learning environment, student characteristics, and school input. The measures of parent involvement consisted of five parent involvement categories--in-home parent-child interactions, parent-teacher interactions and communications, parent-school interactions and communications, and parent participation in school. / Data consisted of parent involvement data gathered through surveys of teachers and parents of children involved in a longitudinal study, school quality data, and focus group data. / Due to the exploratory nature of the study, the data was analyzed using canonical correlations analysis and multiple regression analysis. Eight school quality variables were selected (based on factor analysis) to represent the four categories--percentage of students above the median national percentile for reading scores on achievement tests, percentage of students who were expelled from the school, percentage of students who received out-of-school suspensions, percentage of students on free/reduced lunch status, percentage of teachers with 4-9 years of experience, percentage of teachers with 0-3 years of experience, expenditure per student, and percentage of teachers with advanced degrees. / Results indicated that school-level reading achievement scores, school-level poverty, school-level discipline problems (out-of-school suspensions), and teacher experience were related to the parents' ratings of parent involvement. These relationships were positive for school-level reading and school-level poverty and negative for school-level discipline problems and teacher experience. / Significant positive relationship between school-level reading achievement scores and teachers' ratings of parent involvement was also identified. In addition, teachers' education levels (advanced degrees) and school-level discipline problems (out-of-school suspensions) were positively associated with the teachers' ratings of parent involvement. / This study implies causal relationships among parent involvement and school-level reading achievement, school-level poverty, and school-level discipline problems (out-of-school suspensions), and expulsions. A direct positive relationship between the teachers' specific parent involvement training and parent involvement is also suggested. / Source: Dissertation Abstracts International, Volume: 57-03, Section: A, page: 1008. / Major Professor: Virginia P. Green. / Thesis (Ph.D.)--The Florida State University, 1996.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77679 |
| Contributors | Rohani, Faranak., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 92 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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