School Achievement Level Vis-a-vis Community Involvement and Support: An Empirical Assessment.

Autor/in	Wagenaar, Theodore C.
Institution	Ohio State Univ., Columbus. Mershon Center.
Titel	School Achievement Level Vis-a-vis Community Involvement and Support: An Empirical Assessment.
Quelle	(1977), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Citizen Participation; Community Support; Data Analysis; Decision Making; Educational Research; Elementary Education; Evaluation; Grade 4; Literature Reviews; Parent School Relationship; Questionnaires; School Community Relationship; Socioeconomic Influences; Statistical Analysis; Surveys + Suchen Sie Ihr Suchwort? Schulleistung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Auswertung; Decision-making; Entscheidungsfindung; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Evaluierung; School year 04; 4. Schuljahr; Schuljahr 04; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Fragebogen; Sozioökonomischer Faktor; Statistische Analyse; Survey; Umfrage; Befragung
Abstract	The study investigated the relationship between school achievement level and community involvement and support. Data from literature on schools, citizen participation, and organizations were reviewed in conjunction with a survey of midwestern elementary school principals. The hypothesis was that schools experiencing high levels of community involvement and support have higher achievement levels than those experiencing low levels of involvement and support. Data were gathered from official documents made available by the school system and questionnaires sent to principals in a sample of 135 elementary schools. Care was taken to control for school socioeconomic status and school structure variables such as enrollment, class size, average pupil mobility, specialization, and percent minority teachers. Data on rules, regulations, and characteristics of a specific school were treated to factor, multiple regression, and correlation analysis and related to a standardization scale. Findings indicated that several dimensions of community involvement and support are moderately positively related with achievement in both high and low socioeconomic status schools. No relationship was found between achievement level and community participation in decision making. Additional research utilizing more than one grade level is needed. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01