Date of Award
Doctor of Philosophy
Curriculum and Instruction
William K. Poston, Jr.
This investigation was designed to determine the extent to which community members' perceptions of actual school performance differed with their perceptions of how a school should perform in seven categories based on effective schools research, plus an eighth category called community involvement. The responses of 54 community members indicated that males rated their school higher on every correlate than did females. The females, however, had higher expectations for a safe and orderly environment. Respondents with less than four years of college rated their school lower than those with four years or more of college. Those without children in school rated the school lower than those with children in school. Those households earning less than 30,000 rated their school lower in all eight categories than did those earning more than \30,000. Families with two biological parents rated the school's performance higher in all categories than did all other family structures. The category of school's performance that was rated the highest was community involvement. The category of school's performance that was rated the lowest was monitoring student progress. The categories of highest expectation by community members were leadership, high student and staff expectations, and school environment. The category of lowest expectations was monitoring student progress. School mission had the largest gap between what was actually being performed in school versus what was expected. Recommendations for future research and practice are discussed.
Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/
Donald Gene Hansen
Hansen, Donald Gene, "Measuring community members' perceptions of actual and expected correlates of effectiveness within a school system " (1992). Retrospective Theses and Dissertations. 10115.