Linkages of School Structural and Socioenvironmental Characteristics to Parental Satisfaction With Public Education and Student Academic Achievement

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Correspondence concerning this article should be addressed to James Griffith, 10956 Bellehaven Boulevard, Damascus, MD 20872.

Abstract

This study examined school climate's relation to the sociodemographic composition of the school student population, school structural characteristics, parental involvement, classroom support in learning, parental satisfaction with public education, and student academic achievement all together at one time in a sample of 122 elementary schools. Parental satisfaction was best predicted by parental perceptions of a safe school and positive climate, followed by the school's informing parents of their child's educational progress and empowering parents. Student performance on a standardized achievement was best predicted by the percentage of students in the Free and Reduced Meals program, parental perceptions of a safe school, and parental involvement. Study results are discussed in terms of two general levels (school and classroom) and types (task support and interpersonal support) of the school's social environment.

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