Parental Perceptions of School Climate and Middle School Students' Performance

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2007

Parental Perceptions of School Climate and Middle

School Students' Performance

Christine DeMart

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Middle School Students' Performance

Graduate ThesislProject

Submitted to the Faculty

Of the School Psychology Program

College of Liberal Arts

ROCHESTER INSTITUTE OF TECHNOLOGY

By

Christine DeMart

In Partial Fulfillment of the Requirements for the Degree of

Master of Science and

Advanced Graduate Certificate

Rochester, New York May 18th, 2007

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Middle SchoolStudents'

Performance

ChristineDeMart

TABLE OF CONTENTS

Chapter One-Overviewof_Study ....

DefinitionofTerms and_{Delimitations}

Chapter Two

-Literature Review ....

Whatis School Climate? ....

School Climate Variables ....

ImportanceofSchool Climate

Measures of_{School Climate} ....

Importance of_{Middle School Years} .

RelationshipbetweenSchool andParents

Effects of_{Parental Involvement}

Factors_{AffectingParental Involvement}

School Climate andParents ....

Purpose of_Study ...

Chapter Three- Method

...

Chapter Four

-Results ...

Chapter Five

-Discussion ...

References ...

Tables ...

Appendices

School Climate _Survey- ParentVersion

Student Performance Questionnaire .

Combined Student/Parent Introduction and ConsentLetter

pp.3

pp. 7

pp.8

pp.8

pp.9

pp.11

pp.18

pp.20

pp.23

pp.24

pp. 26

pp.28

pp.29

pp.31

pp.35

pp.38

pp.45

pp.50

pp.55

pp. 56

Overview _ofStudy

Thisresearch_study exploredthe_{relationship between}parental perceptions of school

climate andmiddle school students'

academic andsocialsuccess. Inparticular, this_study

investigated what specific school climatefactors_may havethe greatestimpacton

students'

academic_{achievement, disciplinaryreferrals, and}schoolattendance.

School climateisanimportantconceptthathas beenstudied _extensivelybecauseofits

significant impactupon_{students,teachers,} andthelarger_{community surrounding}the school.

Schoolsprovidebothprotective and riskfactors for children's development, including children's

abilityto meetacademic and socialdemandswithin boththeschool and outside environments

(Esposito, 1999). A positive school climate can act as aninfluentialprotective factor for

students, while a more negative ordivisive schoolclimatecan serveas ariskfactor forchildren's

overall success. Researchhasshown thatas school stafftakessteps toimprovethe climate ofthe

school, theacademic and social outcomes forchildrenimprove _(Esposito, 1999). Forexample,

researchers, Stevens and Sanchez₍₁₉₉₉₎ identified schoolclimate as a variablethat is botha

characteristic of effectiveschools, andis _positivelyassociated with academic effectiveness and

achievement, includinghighergrades, engagement inmaterial, and aspirations.

A strong andsupportive school climatecan also providea protectivefactor for students'

psychosocial development. Researchershavediscoveredthatstudentshavea more positive

self-concept andimproved behavior,includinghigherattendance, when theclimate ofthe school is

perceivedto bepositive (Hoy &Hannum, 1997). Further,schoolsthatconsistentlydemonstrate

an emphasis on improvingor_maintaininghealthy interpersonalrelationshipsbetweenmembers

achieve success. _Thus,the _study ofschool climate isarelevant_{undertaking due} to school

climate_acting asanimportantdeterminantof a child's school_{success, including increasing}

students'

engagement with_{material, furthering} students'

aspirations, and_decreasingthose

behaviorsthat_may interferewitheffectivelearning. Successin school serves as a protective

factor for students andis animportantprecursorto successinlife overall.

This studyexplored specific school climate factorsthatcombinetoformtheoverall

construct of school climate. Researchershave discoveredthatcertain school climatefactors have

consistentlybeen identifiedassignificantor salient characteristics of schools. Thesefactors

must be_firmlyinplaceinorderforthe schooltobe considered_healthy or effective. Esposito

(1999)discoveredthatteacher-studentrelationshipssignificantlypredicted school adjustmentfor

students in kindergartenthroughsecond grade. Otherresearchersechoed these_findings,

determining thatself-critical adolescents whoperceivedtheir school as an_orderlyplace where

all aretreated _fairly, and where student-to-student andteacher-to-studentrelationshipsare

positive,didnot showthe sameincreases ininternalizing and_{externalizing}problems as

self-critical youth whoheldnegative perceptions of school climate_{(Kuperminc,Leadbeater,} &_Blatt,

2001). Parent involvement is anothercritical school climate factorthat_{significantly}contributes

to theoverall ratings of global schoolclimate. Researchershave consistently foundthat

increased levelsofparental involvementpredict_many successful outcomesfor _students,

includingincreased achievementlevels, increasedcareer _aspirations, anddecreasedantisocial

behaviors (Hillet al., 2004). Evensuchfactorsas thecondition ofthe school _buildingcanhave

eitheranegative orpositiveeffectupon student outcomes,particularlywhen_buildingconditions

are insufficientforfostering student growth andlearning. Thus, _manycomponentsofschool

betweenparentalperceptionsofschoolclimate factorsand student performance outcomes atthe

middleschool _level, andthusschool climate variablesthatwere foundto be important inthe

previous _studies,which analyzed_elementary andhigh _schools,maynotbe aspredictiveoftrends

atthe middleschool level. The middle school years are_veryimportant for achild's overall

developmentand_success, asthis is atimeinwhich students enter into_pubertyandbegintomake

critical andeven_{life-changing}choices. Students begintoformvalues and attitudesthatwill

largelydirecttheirbehaviorthroughtherest oftheir education,and even intoadulthood. How

students fare inmiddle school predicts how_theyfunctionashighschoolers, and negative

perceptions of school climate_during themiddle years could_potentiallythwart theirchancesto

achievethe_necessaryskills fora successfultransition into highschool. _Thus, thecurrent _study

set outtoexplore theformative middleschool years and uncover school climate variablesthat

have the greatestimpacton academic andsocial outcomes forstudents.

Thisresearch projectinvestigated the_relationship betweenschool climate andstudent

outcomes froma parental perspective,ratherthan fromthe student orteacherviewpoint. Parents

are a valuable source of_information,particularly abouttheirchild's _education,becauseofthe

closeties betweenparents andtheschool community. Family-school connectionsarefostered

throughparent-teacher associations, classroomvolunteering,andthroughparentalassistance

withhomework(Jordan, Orozco, &Averett,2002). Increasedparental involvementwithinthe

schools_{may improve} school performancebyreducingproblem behaviorsthatinterferewith

learning, asparents are highly aware ofschoolrules andregulations, andhavemorefrequent

contactwithteachers or other administrators (Hilletal., 2004). Haynes, Comer,and

inthe_planningand_{organizationofschool activities and contributetoimportant decisions about}

significant school events.

Involvingparentsincollaboration and _{decision-making}processes inschools allowsthem

tobecome stakeholdersin anenvironmentthat hasa powerful impactuponthe livesoftheir

children. Parentsoften provide valuable and usefulinformation abouttheir

students'

school,

which canthenbe usedto improve_learning environments, physical variables and interpersonal

characteristics. _Thus, it is importantto discerntheimportantfactorsof school _climate, whether

theymay beecological or cultural _{variables, according}to parental perceptions. Howdo parents

perceivetheirson or daughter's school?

There are_manyquestions leftunanswered_bythecurrent research_regarding the

relationshipbetween parents andschool climate. Research_clearlyshowsthatparent

involvement inthe schoolsas well as parentperceptions of school climateis _extremely

important,at leastatthe _elementaryandhigh school levels. However,thereis littleevidence

regarding whatspecific school climate variables are mostimportanttoparents atthemiddle

school level. In addition, current researchhas alsoprovided few answers_regardingthe impact of

parental perceptions of school climate andresultant academic success atthemiddle school level.

Avast_majority ofthisreviewedresearch_regarding school climate was conductedatthe high

schoollevel inorderto obtain measures of school climate fromthestudents themselves. _Thus,

thisprojectexploredthese areas,and attemptedtoprovide answersforquestionsthatstill_exist,

surveyingparents of

6th

through 8th gradersfrom awesternNew Yorkschooldistrict. Parents

who agreedto participate wereadministeredthe YaleChild _StudySchool _{Development Program}

School Climate _Survey- Parent Version(Emmons, Haynes, &Comer, 2002). Each

completed

disciplinaryreferrals inorderto obtain more_{information regarding}what school climatefactors

havethe greatest impactupon student outcomes.

Definition of Terms

School Climate: Theperceptions ofthephysical and psychologicalschool _environment,

includingrelationships betweenand_{amongadministrators,teachers, parents,}andthe_community

atlarge. The definitionofschool climate alsoincludes instructionaland extracurricular

management, theconditionofthe schoolbuildings andgrounds, andtheencouragement ofthe

developmentofacademic and social values _among students. Schoolclimate further includesthe

collaborative_{decision-making} processbetween_parents, staffand _students,and the_frequencyof

parent participationin school activities.

Parent: Astudent's biological mother or_father, stepmotheror_father, or_{any adult,}who lives

withthe child and serves asthechild's_primarycaregiverand supporter.

ExternalizingBehaviors: Apatternof undercontrolledbehavioraccompanied_byalack of

self-control, physical _{aggression,defiance,}non-compliance, and_disorderlyconduct.

InternalizingBehaviors: Over controlledbehaviorsthat tend to inhibitaperson'sbehaviorsand

interactionswith peers.

Delimitations

This_study didnot _studytherelationship betweenstudent orteacherperceptions ofschool

climateandresultant student outcomes.

This study did not includeparents ofstudents inthewesternNew York schooldistrictin

Grades K-5. _Onlyparents of6th, 7th

and 8th

grade studentswere included inthe study.

This _{study only}explored acorrelational link between school climateand academic

CHAPTERTWO

Literature Review

School climate is_{often consideredtheheartand soul of a school. Itcan enrichthelives}

of_{students, teachers}and_{parents,justas}

easilyas itcan _negativelyimpacttheirschool

experiences. The_{relationship between}schoolclimate and _{familyinvolvement is extremely}

importantto examinedue to itsreciprocalnature. In a positiveschool climatethatencourages

family involvement,parents'

perceptionsof school improve. Dueto theimportanceofthese

concepts,school climate andparent and school _connections, agreatdeal of researchhas been

directed towardtheexploration ofthesevariables and willbereviewedand summarizedinthe

followingwork.

WhatisSchool Climate?

Schoolclimate isa conceptthathas been _variouslydefined andexamined frommultiple

theoretical and methodological perspectives. School climate canbethoughtof as the

"personality"

ofthe school _(Anderson, 1982). Definitions alsoinclude overallorganizational

climateinwhichthe climateisthe set ofinternal characteristicsthatdistinguishes oneschool

from another and influencesthe behaviorofitsmembers. A_healthyschool mightbethoughtof

as oneinwhich the_{technical, managerial,} andinstitutional levels arein_harmony,andtheschool

is meeting its basicneeds while _coping withdisruptiveexternal forces _(Hoy &_Hannum, 1997).

Definitionscan also focus ontherelationshipsbetween students and_teachers, andteachers and

administrators,andthe variousbehaviorsaccompanyingtheseassociations. Researchers

Kuperminc, Leadbeater, Emmons,and Blatt ₍₁₉₉₇₎ purportthatschool climate researchhas

begun to focus its definitionon theorganizational behaviorofteacherand _{principals, as well as}

theschool _{communitythatinfluence}

children's cognitive, social and psychological

development"

(p. 322). _{These interactions include}those _{among staff,}between staff and_students,

as well asthelinks between home and school.

Thus,there doesnot seemtobeone _{simple, all-encompassing}definition ofschool

climate. _However,the conceptualization ofthis termhasevolvedovertime to include

characteristics _involving apositive atmosphere for _learningand_achieving, maintenance of

schoolgrounds, _disciplinaryactions,perceptionsof acceptablebehavior, interpersonal

relationships,morale,and a positive instructionalatmosphere _{(Griffith,2000;} Lehr &

Christensen, 2002). _Simplyput, school climate characterizesthesocial and educational

atmosphere oftheschool and refers to the"feel" of a school (Tableman & _Herron,2004).

School Climate Variables

Anderson _(1982),in hercomprehensivereviewofschoolclimate_literature, pinpointed

fourcomponentsthatcomprisetheconstruct ofschool climate. Thefirst componentis

ecological _variables,orthephysical or materialattributesoftheschoolthatare externalto

participants. These includecleanliness, lighting, equipment, school _size,andclassroomsize.

Thesevariables canbe important inpromotingboth teacherand student satisfaction. Griffith

(1997), in_{his study} examiningschool climate's relationto socio-demographic and school

structuralcharacteristics, foundthat student satisfactionwas_moderatelyand_positivelyrelatedto

broaderschool attributes,includingthequalityofschool facilities. Intermsof classroom and

overall school_size, Bulach and Williams (2002)discoveredthat thereisasignificant negative

correlationbetween school size and theschool's culture and climate. With_increasing school

Opportunitiesto talk to each_other, knoweach other'snames,and learn about each

others'

interests areless_likelyto occur. An increase indepersonalizationdoes not allow a general sense

oftrust oropennessto_{develop, subsequentlyimpacting}thegeneral atmosphere oftheschool ina

negative manner.

Thesecond componentofschool climate includesmilieuvariables. Thesevariables

representcharacteristicsofindividuals intheschool, such asteacherdemographic

characteristics, satisfaction, teacher morale, student_morale, and student_bodydemographic

characteristics(Lehr & _Christenson,2002). School climate perceptions can alsobe_positively or

negatively relatedto thesecharacteristics. _Generally,teachers and students who haveahigher

level of moraletend tocontribute more_positivelyto the overallenvironment or

"personality" of

theschool. _Theyare more interestedand excitedto_{be there,} andthuspromotethese positive

feelings.

Anderson's₍₁₉₈₂₎third set of variables comprisingschool climate arethe social system

variables. These variables concern rules ofoperatingand _interactingin_{the school, including}

administrativeorganization, instructional programming,ability grouping, administrator-teacher

rapport, communication, andteacher-studentrelationships. Thesesocial variables are also

relatedto _opportunity forstudentparticipation, teacher-teacherrelationships, and

community-school relationships, includingparent involvement. Anextensive body of research existsthat

supports the _{growing importance}ofthesevariablesin relationtopositive perceptions ofschool

climate(Anderson, 1982). Forinstance, Kupermincet al. (1997)definedschool climate as the

qualityand _frequencyof

students'

perceivedinteractionswithadults and otherstudents. This

definitiondemonstratesthe _increasing importance of social variables withinthe largerconcept of

Thefourth componentofschool climateis relatedto cultural variablesthatreflectthe

norms, beliefsystems, and variables ofdifferent groups withintheschool. These include

teacher _commitment,peer_{norms,expectations,} and clear goals. _{A study examining}teachers'

absenteeismin primary _{schools and}teachers'

senseof_efficacyfound thatteacherswere less

absentin schoolsinwhichtheprincipal played a central roleinschool _{decision-making}(Imants

& Van _Zoelen, 1995). _Thus, certainbeliefsystemsexist_inherentlywithin a_school, andthese

beliefsystems canhavea positive or negativeimpactuponother _{factors, including}teacheror

studentattendance. Culture variablesof school climate also include theamount ofemphasis

placed onachievementmotivation within theschool's environment. _HoyandHannum₍₁₉₉₇₎

foundthat a

"healthy"

middle school isa place whereteacherssee students asserious and

diligentintheirlearning. Inother_words,highacademic emphasisisconsideredtobe anintegral

partofthedefinition of an effective and_{highly functioning}school. Justas definitionsof school

climate_consistently incorporateachievement motivation, school climate canhavea powerful

effect onthe actualachievement levelof students.

Importance ofSchool Climate

A positiveschool climate whichplaces anemphasis on_{healthyinteractions,} andis

committedto the _well-beingof_{the students,}teachers, and_community, isan essential component

of an effective school. The _studyofschoolclimateexamines school factorsthatinfluence

students'

success, includinghow school staff cansupport and_develop

students'

capacity for

success(Lehr & Christenson, 2002). School climatehas been consistently identifiedasa

variablethat is acharacteristicofeffectiveschools, and is_positivelyassociatedwithacademic

effectiveness and achievement, includinghighergrades, engagement inmaterial, and aspirations

12

relation ofconsensus _{amongstudents and parents}

regardingtheirperceptionsoftheschool

environment,foundsignificant and positiverelations of studentandparent evaluations ofthe

school to school-level student_{outcomes, including}academic performance. _Buckley, Storino,

and Sebastiani _{(2003) foundthat}students'

perceptions of school climate_{significantly}predicted

GPAacross genderand _ethnicity,withperception of school supportfunctioning asthe _key

school climatefactor. _Thus, theamount of supportthatstudents perceive_{receiving from} adults

withinthe school hasa_strongand positive impactuponbothacademic achievement and

perceptions ofschool climate. _Hoy and Hannum₍₁₉₉₇₎ supportthese findingsthrough their

own research_examining the_{relationship between}school

"health"

and student achievementin

reading, writing, andmathematicsinasample of middleschools. The researchersfoundthat

mostdimensions of what constitutes a

"healthy"

school, includingcollegial _leadership,teacher

affiliation, and academic emphasis, were_positively associatedwith student achievement.

Other _{factors,including} a student'sbackgroundand motivation _{level, may have}an

influence on perceptions of positive school climate and academic achievement. _Many

explanations oflowacademicperformance_{by inner-city}studentshave focusedon social or

academic disadvantages thataccrue froma"cultureof

poverty" and from membership in

minoritygroups (Haynes etal., 1997). Hood (2004)examinedtherelationship betweenparent

perceptions of parental involvement intheschools and student academic achievement andfound

a significantdifference betweenraces. White parents appearedto havemore positive

perceptions oftheir total involvementinschools as comparedtoBlackparents. _Also, parents

withoutahigh school degree had less positive perceptionsoftheir totalinvolvement than those

parents within othereducational levels. Griffith (1997)also found that socio-demographic

environment. _{Thus, those}

in minoritygroups as wellasthosemembers oflowersocioeconomic

groupstend toratethe_{overall school environment ina more negativelight. Results regarding}

minorityrace and lowersocioeconomicgroupshave been_previously linkedto lesseffective

parent-school _{interactions andincreasedriskfor}

student academic failure (Stockard & _Mayberry,

as cited in _Griffith, 1997). More_generally, membersof_minority groupshavetended to exhibit

less academic _achievement,which_{may be}related to theeffectivenessoftheinteractions between

the school and_{home, and overall perceptionsof school climate.}

Thenature ofthe schoolenvironment also hasa_stronginfluenceonthe_way students

developand_{learn, including}students'

psychosocial development. Muchresearchhas

documentedthatstudents willhavemore positive self-concepts andimproved_behavior,

includinghigherattendance,whentheclimateof a school isperceivedtobe positive_(Hoy &

Hannum, 1997; Kupermincet_al., 1997). _Frequently, thelink betweenschool climate and

student outcomes is_{relativelydirect,} inthatapositiveschool climate is_directlyrelatedto

healthy social-emotional behaviors. Thisis particularlyimportant foryoungstersinmiddle

school, who are _currentlypreoccupied with issuesof self-concept or self-definition_(Kuperminc,

Leadbeater, & Blatt, 2001). Researchers, examining school climate and individualdifferences in

vulnerabilitytopsychopathology inmiddle school students,discoveredseveral important

findingsrelatedto thefit between a school'ssocial _settingandthedevelopmental needs of

adolescents. Self-critical youth whoperceived theirschool asan_orderlyplace where all are

treated_fairly,and where student-to-studentandteacher-to-student relationships are_positive, did

not showthe same increases ininternalizing and externalizingproblemsas self-critical youth

with negative perceptionsofschool climate(Kupermincet _al.,2001). Ina_{study examining}

14

foundthatschool climateperceptionsaccounted for independentvariancein allmulti-informant

(self,teacher) assessmentsofboys' _{externalizing}and_{internalizing}problemsafter_accountingfor

demographicand risk variables. For_girls, school climateperceptions were _{independently}

associated_{onlywith self-reported}

externalizingproblems, and explainedlittle variance. _Thus,

for_boys, a_{supportive school climate}

may facilitatetheiradjustment. Yetboysare more _likely

than girlstoreport andtobe seen_byteachersas_{havingexternalizingproblems,} andto be

disciplined atschool fortheseproblems. This heightenedsurveillance ofbehavior_may lead

boys to greater awarenessofthe_potentiallypositive or negative impactof school environment on

their lives. Boyswith negative school climate perceptions _maybethose who are more subjectto

discipline (Kuperminc et _al., 1997).

Externalizingbehaviors, also definedas antisocial_behaviors, are relatedto theclimate of

the school_(McEvoy& _Welker, 2000). Theseauthors supporttheviewthat_affirming

interpersonal relationshipsand opportunitiesforallto achieve_masterycanincreaseachievement

levels and reduce antisocial behaviors. Thetransformationtowardacademicachievementand

pro-social behaviors beginswith a systematic changeinthe_way members ofthe school

population relate to oneanother. Authorspurportthat school leaders musteliminatecoercive

practices,as well as changethe demandlevel, including increasingstudent opportunities for

success. _Thus, the overall _displayofantisocial or_{externalizing}behaviors can oftenbereduced

by eliminatingthose negativeinfluencesthat limit

students'

positive perceptions ofthe school.

Schoolsthat consistently demonstratean emphasis on _improvingor_{maintaininghealthy}

interpersonal relationshipsbetweenmembersdecreasethelevel of antisocialbehaviorsand

A_{positive versus negative school climate}

mayalsoimpactthe leveland degreeof

bullying behaviorspresent ineducational_{settings, particularly}withinthe middle school

environment,where

_bullying

(2004)

explored_{bullyingbehaviors and school climate}

byexamining factorsthatinfluenced a middle

school student's decisionto report _beingbulliedatschool. Researchers investigated_chronicity

andtype of_{bullying, as well as school climatevariables andfamilial, demographicand}

attitudinal factors anddiscoveredthat_reporting of_bullyingincidents increasedwiththe

chronicityofthevictimization. In _{addition, reporting}was morefrequent ingirlsand_among

lowergrade students. Most_important, students who perceivedtheir school climate astolerant of

bullyingbehavior, and students whodescribedtheirparents as_usingcoercive discipline were

likelyto report_beingbullied (Unnever & Cornell). _Alongthe same _lines, severalresearchers

wentfurtherto examine specificindividual and school-level school_{predictors, including}

numerous school climate_variables, of_{externalizing}behaviors inmiddle school students_(Reis,

Trockel, & _Mulhall,2007). Researchers investigated aggressivebehavior inmale andfemale

middle school students, _defining aggressionasthe number ofinstancesthe student reported

hittingother_{people,acting}meantoward another, or_getting intoafightwith another person.

Specific individual factors includedmeasures of_{problem-solving abilities,quality}of_familyand

peer _{interactions,}and perceptionsof school climate. Attheschool _level, eightmeasures of

school climatewere _utilized, including culturallysensitive _education,student inclusion in

policy/decision-making, emphasis onunderstandingover _{memorization,}clearand consistent

discipline, and teacherrecognitionofpositivebehavior, social supportfrom_teachers, and

education on_coping with stress. At theindividual level, researchersfoundthat effective

However,withinthe largerschool-wide _level, studentinclusionin_{policy-making, culturally}

sensitive education and_teachingthatemphasized _{understanding} over_{memorization,} were

significant predictors ofdecreased levelsof aggression (Reisetal.). Inother_{words, including}

studentsinvital school-wide _{decision-makingprocesses,utilizing} a_culturallysensitive

curriculumthatemphasizesuniquehuman_differences, and_teachingthat stresses_{understanding}

ratherthanrote_learningencourages students toview others ina more positive_light, seek

appropriate assistance _{duringconflicts,}and utilize effective _copingskills.

Schoolswith a_healthy environmentalso decreasethe level of student andteacher

absenteeism,asthese populationsfeelmore

"connected"

orinvolved. ImantsandVan Zoelen

(1995)discoveredthatcollegialrelations and _leadership style were_positivelycorrelatedto high

absenteeism. Collegial relations referto theinterpersonalrelationshipsor closenessbetween

staff_{members,including}theprincipal's confidence inteachers. _Leadership style refersto the

restrictive versus open or nondirectivebehaviorsof_leadershiptoward the rest oftheschool staff.

Theseresearch findings seemto contradictthenotionthat teacherswithhealthier interpersonal

relations would tend to exhibit lowerabsenteebehaviors. _However,researchersnotedthat ina

familial and informal school_{climate, there may}be higher degreeoftolerance _regardingteachers'

reportingabsences. _Thus,asupportive versusauthoritarian _leadershipstyle_maypromote more

positive perceptions of school climate,while atthe same_{time, increasing}teacher absenteeismas

teachers feel lesspressure inmissing school.

School _leadership plays an integralrolein helping formorshape aschool's _culture,

climate and general

"feel."

Oneparticularfirst-yearprincipal, whopublished an

autoethnographyofherexperiences, notedthata more positive school climate wasthe _key

She notedthenegative effects thatanauthoritarian _leadershipcouldhave onthe school climate,

themorale ofthestudents and _staff,and overallsuccess oftheschool. _Thus, theprincipalbegan

to transformtheprincipal's positionfromone _focusingon an authoritarian style of_leadershipto

a collaborative

problem-solvingapproach, and began_includingparents,teachers, community

members andstudents in_{decision-making} processes. Asa_result, Peppernotedthat the school

had becomea more_caringandpositiveplace(Pepper & Thomas). Thus, a collegial and_caring

leadership stylecanleadto healthier_{interactions,} greaterinvolvementof parents and_community

members,and anaffirmative school climate.

Apositive school _climate, andits _capacitytolowerteacherabsenteeismandfewer

instancesof_{internalizing} and_{externalizing behaviors,}mightbethought ofas_leadingto an

enhanced sense of school _community, or

students'

feelings of_belongingwithintheireducation

environment. Theculture or climate oftheschoolas a whole can_play adistinctiverole in

shaping

students'

experiences, particularlyademocraticschool climate inwhich students are

given some level of personal choice and a voice in decisionsthatmay affectthem. _Vieno,

Perkins, Smithand Santinello ₍₂₀₀₅₎ setoutto exploreindividual and school-level predictors of

sense of school_{community among}adolescentswithinthreedifferent levels (student,class,

school). Researchers foundthattheperceptionof ademocratic school climate_{significantly}

predictedschool sense ofcommunityatthe student,class and school levels. Researchersalso

foundthat_parentingstyles andtherelationships betweenstudents and teachersplayed an

importantroleindeveloping a _strongsense ofcommunity. Essentially, strategiesthat _actively

nurturerespectful, supportive and fairrelationshipsbetweenstudents,parents andteachers create

Measures _ofSchoolClimate

Assessmentof school climate _{is extremely important for} thedevelopment of practices or

measures intendedtoimprove theschool _learningenvironment. Instruments designedto assess

school climate should provideapicture ofthe "health"ofthe school as a whole(Lehr &

Christensen, 2002). Informationabout school climate canbe gatheredfrommultiple sources,

includingstudents, teachers,and_{parents,allowing} school officialsto learnmore aboutthe

school's particular strengthsandweaknesses. Therearetwobasictypesof climate measures:

indirect anddirect_(Freiberg& _Stein, 1999). Indirectmeasuresincludethose wheredata

collectiondoesnot require direct interactionswith individuals,and minimizes oreliminatesthe

needto insertthedatacollectorintothelives of_teachers, students or parents. Thesetypes of

measures encompass_{existing datasources, including}teacheror school records of_attendance,

disciplinaryreferrals, or even visitstothenurse's office. Directmeasuresarethoseinwhich

someone, generallythedatacollector,is requiredto goforwardandinteractwith othersto collect

climatedata. The use of_surveys, classroomobservations, interviews,video _taping,and student

drawingsare considereddirectmeasures_(Freiberg & Stein).

Researchersplace considerable effort and _energyinto utilizing directmeasuresof school

climatewithboth studentsand_teachers,as_theyare abletoprovide afirst-handaccount ofthe

"personality"

orthequalities ofthe schoolthat_helpeachindividual feelpersonalworth and

importance. School climate surveys are used mostoftenin gaining informationaboutthe

school's environment, as itisa quick and _easymethod of_obtainingusefulinformationfroma

largenumber of people within arelativelyshortperiodoftime. Researchers often utilize

self-report _measures, such asthe School Climate Survey, asit _directlyassesses student perceptionsof

achievementmotivation, fairness, and student

- teacher

school climate issues. _They are often askedto give information inrelationto other,more

indirectmeasuresofschool orclassroom_{climate, including}thepresence of_{internalizing}or

externalizingbehaviors intheir students,or even theamount of controlteachersperceive

studentsto maintain_(Anderson, 1982).

Theperceptionsof schoolclimatefromthoseoutside oftheschool environmentare also

extremely important,asperceptions can oftenhaveas great animpactas_reality(Stevens &

Sanchez, 1999). Theperceptions of parents are a_key componentin creatingan atmosphere

whereteacherscan _teach, studentscan learnand parents cantake an active roleintheeducation

oftheirchildren. Parentsare consideredtobe an integralpart oftheoverall picture of school

climatebecauseofthe amount ofinfluence_theyhavewithintheirchildren,andhowthis

influencecould impactthe school as a whole. _Thus,manyresearchers seek out parents and

utilizedirect_{measures, including surveys,} inorderto gain anadditional perspective_regarding

the overall_learning environment oftheirchild'sschool _(Griffith, 1997;_{Hoover-Dempsey}&

Sandler, 1997). Whenparents are given the_opportunityto bothreporttheirperceptions oftheir

son ordaughter's school as well as assistinplanningand _organizingschool_{activities, they}

essentially becomestakeholders withintheschoolingprocess (Stevens & _Sanchez, 1999).

Griffith ₍₂₀₀₀₎ discoveredthat there are _strongrelations betweenstudent and parentevaluations

ofthe school and student outcomes. Students willhave increased achievement levelswhen

students and parents share positive perceptionsofthe school's environment. _Thus,parental

measures are considered a valid methodof_assessing school climate, and are_particularly

important due to the significanteffectthat_theyhavewithin studentoutcomes andschool climate

20

Importance_{ofMiddle School Years}

Themiddle school_{years,particularlysixth,} seventh and eighth_grades, bridgethe_gap

betweenthe supportive and_{nurturing elementary}years andtheadultworld ofhighschool.

Consequently, these intermediateyears fulfill a multitude offunctions forstudentsas_they

prepare_{to transition toward} amore_mature, less structured highschool setting. Atthemiddle

level,students are_beginningto formvalues, attitudesandhabitsthatwill directtheirbehavioras

high schoolers. Middle schoolsthat enhancethe growth ofadolescentsas_learners, ethical

citizensand self-sufficient_young people createfargreater opportunities forsuccess forstudents

atthehigh school level and beyond (National Middle School_Association, 2003). Students at

thisage undergo rapidphysical and emotional changesthataffectthe_waytheyacttoward

themselves andothers andhow_theyviewtheworld. Atthis_age,parents are still the_primary

sources of values and emotional and physical _support, but_{increasingly,}students'

desire forpeer

acceptance and a needto _belongtoparticular social groupsleadto _shiftingallegiance from adults

topeers(National Middle School Association). Therefore, middle schoolshavetheimportance

task of_reachingadelicate balancetopromote

students'

independencewhile_providingthese

students with the_necessary moral directionand skills needed tobesuccessful ashighschoolers.

Less successful middle schools couldlead tomorenegative perceptionsof school climate for

students,who in_{turn, may become less invested in}acquiringtheskills needed for highschool.

Transitional challenges_may includea_sharp increase inschool_truancies, absences and

drop-outrates. Ina_{study examining} schooltransitions, researchersreported a76% increase in

studenttruancies between 8thand 9th

grades, themost commontransitionpointfrom themiddle

to thehigh school level (Garrison, 2006). Truancies and drop-outsmay resultfromanumberof

Studentsare expectedtobe more_independentand self-sufficient. The _diminishingsupport

levels may beparticularly difficultforstudents with_learning disabilitiesoremotional

disturbances, who _{benefit fromthe structureandintenseacademic/behavioral supports atthe}

elementary and middle school levels (Wagneret_al,2006). While students_may findthere are

less academic resources atthehighschool_level, atthe same_time, student motivationlevels

toward academicsdecrease as_theyenterinto thehigh school years. Researchers discovered that

students experienceda continueddecline in intrinsicand extrinsic motivation toward academics

from 8th

gradeuntil

10th

grade _{(Otis, Groudet, Frederick,} &_Pelletier, 2005). Studentswere

generally less motivatedtoward school and moreinterestedand investedtoward social and sports

activities, attachingmore importanceto theseengagementsas comparedto theiracademics.

Studentswho demonstrateminimal levelofintrinsicand extrinsic motivationtowardacademics

maybe more inclined todrop-outof school topursuethese_nonacademic, leisure activities.

Theprevalence,type, and_severityof_bullyingcan alsohavea positive versus negative

impactuponthetransition frommiddletohighschooland future outcomes for boththevictims

and perpetrators. _Bullyingisan_extremelyprevalentand serious problem acrossthe United

States,particularly duringthe middle school years when studentsbegin placinga _strong

emphasis on _formingpeergroups. Hoover, Oliver and Hazier₍₁₉₉₃₎studied studentsaged 12

through 18 andfoundthat75%of students were bulliedat leastonce and 14%of students

sufferedtrauma fromthe incidents. Adisproportionallyhigh numberofbulliesunderachieve in

school and laterperform belowpotentialinemployment settings_(Carneyand_Merrell, 2001).

Victims of_bullyingoften experience anumberofpsychosocial _{disturbances, including}

depression, anxiety, and forgirls, eating disorders. Additionally, victims also sufferchronic

22

increased suicidal_{ideation (Smokowski &}

Kopasz,2005). Victimsof_bullyingare more

reluctanttoattend school because most_bullyingtendstotakeplaceon schoolgrounds. The

combination of_puberty, anincreasedemphasis on_formingcliques and other peer_groups, and a

middle school with minimal_{interventions directed}toward_bullyingcan create_breeding grounds

for _{aggressive and negative maltreatmentofstudents. This harassment inturn creates a}

groupof

studentswho_{generally fear}and dislikeschool.

Hence,middle schoolsmust often rise to the taskof_{instillingnecessary}skills within

students inorderto promotethesuccessfultransition into high school andbeyond. These skills

mightinclude _teachingstudents toseek out and buildacademic and social support systemsfor

themselves to_rely upon_duringthehighschool years. Thismight include encouragingstudents

tobecome involved inclubs, sports, or community-basedorganizations. Inaddition,successful

middleschoolsmust place an emphasis on academics in such a_wayasto_keepthestudents

interested in completing their_school-work, and_recognizingthe link betweenacademics and

attainment of personal goalsdowntheroad (National Middle SchoolAssociation, 2003). Middle

schoolsintent on_upholding a successfultransition to high school also maintain a_healthyand

positive schoolclimateinwhichtoleranceand_diversityare valued and evidence-based programs

tocombat _bullyingare inplace _(Ma,2002). Many middle _schools,intheir effortstopromote

positive school climate and decreasebullying, fail topayenough attentionto theimportantrole

ofparentalinvolvement. One researcherdiscoveredthatparental involvementwas asignificant

strategytoreduce_bullying inschools, particularly intheearlygradesofmiddle schools. The

same researcher also foundthat a_strong focus onacademics improvedthe school_climate, which

inturn servedtoreduce bullyingbehaviors (Ma). Hence, achieving successduringthemiddle

self-sufficienthighschool environment. Negativeperceptions of schoolclimatethat students

maypossessatthe_{6th, 7th,} and 8th

grade level_maydirectly reflectuponthesuccess oftheir

middle school and_{maythwart theirachievementofthe}

necessary skillsto thrive.

RelationshipbetweenSchoolandParents

Currentresearch reveals thatthere are_manydifferenttypesof relationships between

schools and_parents,and waysinwhich parentsand schools connect. Parents_play a critical role

in boththeirchildren's academic successand social-emotional development_{(Englund, Luckner,}

Whaley, &_Egeland, 2004). Most_often, parents enterinto a_relationshipwiththe school and

withteachersandadministratorsthroughdirect involvement insome aspect ofthe educational

process. Moreand _{more, increasing}parental school involvement has beenanimportantpart of

localand state governmentinitiatives dueto thepositiveoutcomes relatedtoclose associations

betweenparentsandschools _{(Jordan, Orozco,}&_Averett, 2002). There are several typesof

specificfamily-school connectionsthathave been described inthe _{literature,including} simple

behaviorssuch as parental homework_helpthatencouragesparent-childinteractions. Schools

often provide general strategiesthat familiesuseto supporteffectivehomeworkpractices within

thehome. _{School-family} connectionsare also demonstratedthrougha supportivehome

environment, includingthe supervision and structurethatparents providetheirchildrenoutside

ofschoolto supporttheireducation. Family-school connections arefosteredthrough direct

interactions in school events oractivities aswell. This_mayinclude participationin

parent-teacherorganizations, schooladvisoryboards,andvolunteeringinthe classroom. _Finally,

parents are also often involved inschool reform, includingadvocating forchange and

24

allowforthemtobecome_directlyinvolvedwith_manyaspectsthatcomprise school _climate, and givesthemthe _{opportunitytoeffect positive change}

within theoverall schoolenvironment.

Justasschools are_{increasingtheir efforts toreach outto the}

community,parents are also

attemptingto increasetheir_involvementwithinthe _{schools, though}thiscan oftenbe difficultfor

parents due _{to time constraintsoreconomic resources (Eccles &}

Harold, 1996). Grandmont (as

citedin_{Johnson, Livingston, Schwartz, &}

Slate,2000)purportedthat parentinvolvement is

moreindicativeof achild's successinschoolthan_anyotherfactor. But he recognizedthat_many

parentswho would liketo participateinschool activities weretoo_busy,tired, or stressedtodo so. _Thus, it isa_keyinitiativeforschoolsto findthe meansto involveparents at ahigh _level,as successful promotionoftheseparent partnershipsis often ahallmarkof an effective school

(Johnson et_al., 2000).

Effects _ofParental Involvement

Parental involvement isanimportantpredictorof_manysuccessful outcomes forchildren

inschool. _Many researchershave foundthatparentalconnections withtheschoolhavea

positiveimpact on academic achievementinthe areas of_readingandmathematics(Jordan et_al.,

2002). Parent academic involvement_may ensure thatchildrenand adolescentsobtainacademic

skillsand knowledge (Hill et_al.,2004). _Researchers,Hillet_al., wantedto _{look specifically}at

howparental involvement isrelatedto achievement and aspirations _{duringadolescence,} as

studentswho do well_academically tendto havehigheraspirations. Researchers utilized a

longitudinalmodel, following463 adolescentsfrom f gradethrough 11thgrade. _They

discoveredthatparent academicinvolvementacross the middle andhigh schoolyears mattered

in regardsto achievement and careeraspirations; however itfunctioneddifferentlyforthose

education_levels, parent_{academic involvementincreased} adolescents'

educational and career

aspirations; howeverparent academicinvolvementwas not effective in changingschool behavior

or achievementforthese students. _Thus, parent academicinvolvementincreases aspirations

without_improvingtheprerequisites. _{Amongfamilies}withhigherparental _education,parent

academic _involvementwas_positivelyrelatedtoachievementand subsequent careerand

educational aspirations (Hillet al.).

Eventhough these _findings, as well as results from _manyother_studies, support a

relationship betweenparentalinvolvementand _achievement, thedirectionofthis_{relationship is}

notalways clear. Does parental involvementpredict academic_achievement, ordoes

achievement predict greaterparental involvement? Englundet al. ₍₂₀₀₄₎utilizedlongitudinal

measures inorderto gainmore information_regardingthedirectionofthe_{relationship between}

achievementandparentalinvolvement. Researchers examined

mothers'

education_{level,quality}

of_instruction,child's _IQ,parental _involvement, and achievement. _Theyhypothesizedthat

parental expectationsof educational attainment would_directly affect parentinvolvement and

children'sachievement. Researchersfoundthatmothers withhighereducational attainment

provided more supportfortheir childrenin_{problem-solving}situationsinpreschool, had higher

expectations of education attainment fortheir children, andwere moreinvolved intheir

children'sschool in

1st

grade. Parentalinvolvementin

3r

gradehad asignificant direct effecton

achievement in 3r

grade (Englund et al.).

Parentconnections withthe school can alsohave adirect impacton children's positive

and negative behaviors, includingdisciplinereferralsand attendance. Parent academic

involvement_mayimprove school performance_{by reducing} behavioralproblemsthat interfere

26

administrators,and other_parents, and learn importantinformationabout school policies and

behavioral expectations (Epstein& _Sanders, as citedin Hill et_al., 2004). Hill et al. discovered

that for familieswithhigherparental educational _levels, 7thgrade parent academicinvolvement

was not_directlyrelatedto achievementoraspirations. _However,itwas associated withfewer

school behaviorproblems at8th grade. _Decreasingthenumber ofbehaviorproblems allows

studentsto increasetheiropportunitiesfor_learning withintheclassroom. Thisalso facilitates

children's social _functioning and_abilityto formmeaningful and _healthyrelationships with others

inthe school.

Parentconnectionswiththeschool are also associated with_motivation,social

competence, strongpeer and adult role_models, as well as_enhancing

students'

sense of school

community (Jordanet _{al.,2000; Vieno, Perkins, Smith,}& _Santinello, 2005). Vieno et al.

discoveredthat greater parental _monitoringof

adolescents'

after-school orleisuretime activities

and simultaneous lower levelsof excessive parental control predictedthe school'ssense of

community atthe_individual, class, and school-widelevels. Thus, _parentingstyles was a

significantpredictor of a sense of_communitywithinthe students'

school. Parents who monitor

students'

after-school activities while_refrainingfrom _exertingexcessive control overtheir

child'sbehaviors tend tocultivate a morepositive and stronger sense of school _community

withintheirchild. In addition,emphasis on supportive,respectful relationshipsbetween

students, parents, andteachersconsiderablyaugment

students'

sense of_belonging(Vieno et al.).

Factors_AffectingParentalInvolvement

Because parental involvement is linkedto manypositive_outcomes, schools are

increasing theirefforts to involveparents inchildren'seducation _{(Hoover-Dempsey,} & _Sandler,

parental _{involvementinthe schools.}

Hoover-Dempseyand _Sandler, while_examiningwhat

motivates parentsto become involved intheir children's_education, examined fourvariablesthat

theybelieved would motivate parentalinvolvement: _(a) what parentsbelieve_theyshould doto

helptheirchild succeed in _{school; (b)}whatparents believeaboutthe_likelyeffectiveness oftheir

involvement;(c) what parents perceive aboutthe school'sinvitationstoparental _involvement;

and _(d) whatparents perceiveaboutthe child'sinvitationsto involvement. Researchers found

thatall fourparentvariables were_positivelyrelatedtoparentdecisions about_beinginvolved.

More _{specifically,} thestronger

parents'

beliefsthat_theyshouldbe involved intheirchildren's

education,themore_theychoseto be involved. Thestrongerthe parents'

beliefsthat their

involvementwouldbe_{effective, includingmaking} adifference ineducational _outcomes,the

more parentsbecame involved. Parents whobelievedthatparents and schoolstogetherare

responsiblefor

students'

educational outcomes reportedthegreatestinvolvement levels

(Hoover-Dempsey & Sandler).

Other factors that_may influencethe_relationshipbetweenparents andtheschool include

familyincome,

parents'

education _level,ethnicbackground, marital _status,and parent

employment(Eccles & Harold, 1996; Hoover-Dempsey, & _Sandler, 1997). Hood₍₂₀₀₄₎ found

thatwhite parentsappearedtohavemorepositive perceptionsoftheir total involvementthan

blackparents. In addition,parents without ahigh schooleducationhad lesspositiveperceptions

oftheir total involvementthanthose parents in highereducational levels. Parents who graduated

from four-_{year colleges or universitieshadthe}mostpositiveperceptionsoftheirtotal

involvement intheschools.

The social andpsychological resources availableto parents,includingsocial networks

28

relationships. Parentperceptionsoftheir_{child, including}their confidence intheirchild's

academic_abilities, andthe child's_receptivityto parental _{assistance, may}too influencethelevel

of_{involvement of parents withinthe}

schools. _Thus,parental involvement is_directly impacted_by

amultitudeofwithin-person _{characteristics,} as well as thosebroader factorsrelatedto the_family

or_community (Jordanet _al,2002). Perhapsoneofthemostimportant factorsthat_mayhave an

impactonthe_{relationship between parents andthe}school istheperception of a sense of mutual

responsibilitybetweenparents andteachers forstudent educational outcomes. Researchers

found that_strongteacher _{efficacy beliefs}orbeliefs abouthoweffective_theyare in_teachingwere

relatedto parent reports of a positiveschool climatefor involvementand a_partnershipwiththe

school. _Thus,parental perceptions of personal involvementwithinthe_school,as well as

perceptions of overall school _climate, are_directly relatedto howcomfortable parents feel in

becoming involvedwithteachersand administrators. Negativeperceptions ofthe overall school

climateincreased when parentsdidnotfeel that_theywere valuedas an equal partnerinthe

educational process (Jordanetal.).

School ClimateandParents

As evidenced, parent involvement has been linkedtoacademic achievement and school

climate variables. _Haynes, ComerandHamilton-Lee(1989) foundthat theclimate ofschools is

considerablyenhanced when parents are included intheplanningand organization ofschool

activities and contributeto important decisionsabout significant schoolevents. _Including

parents allowsthemto become stakeholders inanenvironmentthathas such apowerfulimpact

uponthe lives oftheirchildren. Griffith(2000) supportedthese findings by measuringparent

and student perceptions anddiscovering thatconsensus betweenparents andtheir children

greater student and parentsatisfactionwiththe _school,betteracademic _performance,and greater

parental involvement. Because ofthe impactthatparents havewithinthe school andtheir status

asa validandinformativesourceof_{information, it is extremely importantto}reach outto parents

to learn_{more about school climate. Griffithfoundthat}

parent and student perceptions of school

climate often match_up and_{successfullypredict outcomes. Parentsoften lendvaluable and}

useful informationabouttheirchildren's school,which canthenbe usedtoimprove_learning

environments,physical_variables, and interpersonalcharacteristics. _{Thus, it is necessary}to

clearly discernthe important factors ofschool_climate, whether_{they may}be ecological or

cultural_{variables, according}toparentalperceptions. How doparents perceivetheirson or

daughter's school?

Purpose ofStudy

Researchshows thatparentinvolvement in the schools as well as parent perceptions of

school climate_{is extremely important. However,} there is little evidence_regarding whatspecific

school climate variables are most importanttoparents. Further, current researchhas also

provided fewanswers_regarding theimpactofparentalperceptions ofschool climate and

resultant academic successat themiddle school level. Avast _majorityofthisreviewedresearch

within school climate was conducted atthehighschool level inorderto obtainself-report

measures of school climatefromthe studentsthemselves. Thisemphasis placed ontheupper

gradeshas left alarge gap inresearchinregardsto thelower grades,particularlybetweenthe 6th

and8thgrades. Themiddle school years are extremelyimportantandcritical to futurepositive

outcomes, and can promote academicsuccess and a successful transitiontohigh school,

particularly whenthereis ahigh level ofparental involvementinthe schools (Johnson et_al.,

30

variables,accordingtoparental _perceptions, are mostinfluential in_increasingacademic success

and_{decreasingnegative outcomesatthemiddle}

school level.

Becauseofthe limitedresearchintowhatclimatefactorsare most importantto parents of

middle school _students, andwhichfactorspromotethehighest level of_{success, this study}

attemptedto_identifythesevariables. Thisresearch projectfocused exclusively on parents of

middle school studentsbetweenthe6th and

8th

gradesinordertolearnmore aboutthis age group.

Further,theeffectsthat specific school climate variableshaveon student outcomes were

explored. More _{specifically,}this_study addressedthe _followingquestion: whatfactors of school

climate, basedonparental_perceptions, influence students'

academic _achievement,disciplineand

CHAPTER THREE

Method

Research _{Question/Hypotheses}

The objectivesof_studywere exploredthroughthe _followingresearch questions:

1. What is the

relationship between

parents'

perceptions of school climate andtheir

children's academic _{achievement,disciplinaryreferrals,} and attendance?

2. Whatspecific aspectsof school climate relateto

students'

outcomes basedon parent

perceptions?

Itis hypothesizedthatselected schoolclimate factors basedon parental perceptions will be

significantlyrelatedto thestudent achievement. Theselected school climatefactors include

parentinvolvementwithintheschool and student-teacher relationships. Itis alsohypothesized

thatparental perceptions of school climatethatare positivein nature will berelatedto higher

student performance.

Participants

Thesample included_{approximately}300 parents ofstudents enrolled in_{6th, 7th,} and 8th

grades within a westernNew Yorkschooldistrict. Ofthe300 _sampled,43 parents participated

inthe current study. A participationrateof_{approximately} 14%was achieved. Thirty-nine

females and2males completed theparentsurveys, whilethe gendersontwo surveys wereleft

unreported. Allparticipantsreported Caucasian astheirrace.

Instruments

School Climate

Schoolclimate, the independentvariable, wasmeasuredusingthe Parent Versionofthe

32

Comer, 2002). This survey measures parentalbeliefsoropinions about eightvariablesof school

climate. The school climate measureuses41-items ona5-point Likertscale_ranging from

"StronglyAgree"to_"StronglyDisagree."

Theeight school climatescalesmeasured onthe

School Climate _Surveyarethefollowing: Academic_Focus,ortheemphasisthat teachersplace

on student _learningand _achievement, Achievement_Motivation, Principal_Caring and _Sensitivity,

as well as Collaborative_{Decision-Making,} whichis defined asthe involvementof_parents,staff

and studentsinthe decisions_affectingthe school. Otherschool climate scales measuredinclude

ParentInvolvement, School _{Buildingfactors,} ortheappearanceofthe school_building, as well as

School-CommunityRelations. Theeighth variable is Student-Teacher_Relations, orthelevel of

caring, respectandtrust thatexistsbetween students andteachersinthe school. Internal

consistencyestimates are strongestforthe Student-Teacher Relations factor(0.93),Principal

Caring and _{Sensitivity (0.92),} School _{Building(0.82),} and _{School-Community} Relations (0.82).

The School Climate_surveywas also utilizedtoobtaindemographic informationaboutthe

parents, includinggender, ethnicity, number ofchildren, andlevelof parental education.

School Performance

Dependentvariables includedacademic achievement, disciplinaryreferrals,and

attendance ofthe studentof eachparent participant. Academic achievement, grades,and

disciplinereferrals were measured byaquestionnaire_utilizinga Likertscale. Thefirst item

soughtto measurethe child'saverage grade onthe lastreport card _usinga 4-point Likert_scale,

ranging fromaverage grades above 90(4)to grades below70(1). The second item onthe

questionnairemeasuredthenumberof_disciplinaryreferralsaccrued sincethe _beginningofthe

soughtto _determinethe child'sattendance_using a5-point Likert_scale, and ranged from zero

missed daysof school ₍₁₎ to morethan 8 misseddays (5).

Procedure

This studywas embedded ina_{larger study} thatexploredbothstudent and parent

perceptions of school climate. _First,approval fortheresearch project was obtainedthrough

RochesterInstituteofTechnology's Institutional Review Board. Theprincipalinvestigatorsthen

received permissionfromtheschool district involved inthe _studytovisitthemiddle school to

create anddelivera message onthe_morningannouncements _regardingthe current research

study. This announcementintroducedthe_study and encouraged studentsto speakto their

parents about_{participating in}the study. Acombined consentform wasthenmailedhometo

each parent of_{every6th, 7th,}and

8th

grader_describingthe study,as well as _discussinga related

school climate _{study, measuring}student'sperceptionsof school climate. Theconsent form

sought permissionfor bothparents andtheirchildrento agreetoparticipate ina_studyabouttheir

perceptions oftheclimate of a westernNewYork school. Parentsandtheirchildren who agreed

toparticipate inthis _studymailedthesigned consentformto theprincipal investigator. _Only

thoseparents whose childrenalso agreedtoparticipatewere includedwithinthe study. _Parents,

who agreedtoparticipate, were mailed aYale ChildStudy School Development Program School

Climate_Survey and attachedquestionnaire_regardingtheirchild's academic _achievement,

attendance anddiscipline referrals. Included inthepacket mailedhometoparents was areturn

envelope sothatparentscouldreturnboththe surveyand attachedquestionnairewithease. Once

all ofthe surveys and questionnaires from bothstudents andparents were_{returned, the}principal

investigators assigned a codeto each ofthe linked parentand child surveysand student

34

performance questionnaire receivedadifferentcode_consisting of arandomized numberand

gradeofthestudent. Once codes were assignedtoeach school climate _surveyandperformance

questionnaire, all_identifying informationwasdestroyed.

Data Analyses

Dataanalysesincluded descriptivestatistics _measuringthemeansand standarddeviations

of school climate scalesand student performance measures. In_addition, Pearson

product-momentcorrelationswere utilizedto testforrelationshipsbetween school climate scales and

studentperformance. _{A one-way} analysis of variance was utilizedto examinethe_relationship

betweenstudent performance and parental educationlevel. Multipleregression analyses _using

schoolperformance measures asthe dependentvariables and school climate scales asthe