Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.

Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

An analysis of perceptions of parents and teachers on school quality compared to school performance, in higher and lower performing schools, Miami -Dade County Public Schools, Florida

Yvonne J John Daniels, University of Nebraska - Lincoln

Abstract

In 2004, parents and teachers from selected Title I schools in Miami-Dade County Public Schools (M-DCPS), Miami, Florida were surveyed to determine the extent to which their perceptions of school quality in high-performing high-minority high-poverty schools compared to the perceptions of parents and teachers in low-performing high-minority high-poverty schools. Data were collected from 718 parents and 111 teachers by means of a written survey— School Effectiveness Questionnaire published by The Psychological Corporation (Baldwin, et al., 1998). Three research questions were answered by testing 21 hypotheses. Mean scores, paired-sample t-test, Multiple Analysis of Variances (MANOVA) and descriptive comparative statistics were used. Based on the statistical treatment, the following conclusions appear warranted: (1) Significant differences existed in the perceptions of parents in high-performing schools and the perceptions of parents in low-performing schools with respect to clear and focused mission. (2) Significant differences existed in the perceptions of parents in high-performing schools and the perceptions of parents in low-performing schools with respect to assessment and monitoring of students achievement. (3) Significant differences existed in the perceptions of parents in high-performing schools and the perceptions of parents in low-performing schools with respect to parent/community participation. (4) Significant differences existed in the perceptions of parents in high-performing schools and the perceptions of parents in low-performing schools with respect to safe and orderly environment. (5) Significant differences existed in the perceptions of parents in high-performing schools and the perceptions of parents in low-performing schools with respect to teachers taking part in decision-making and teachers having control over portions of the school's instructional budget. (6) Significant differences existed in the perceptions of parents in high-performing schools and the perceptions of parents in low-performing schools with respect to increased opportunities for student. (7) Parents in the low-performing schools rated 7 of the 9 attributes as needing attention, except for High Expectations ( = 4.06) and Emphasis on Basic Skills ( = 4.25). (8) Teachers in low-performing schools rated 9 of the 11 attributes of school effectiveness as needing attention except for Clear and Focused Mission ( = 4.21) and Professional Development ( = 4.06). (9) Parents in high-performing schools rated their schools higher compared to parents in low-performing schools. (10) Teachers in high-performing schools rated their schools higher compared to teachers in low-performing schools except for Frequent Assessment ( = 3.96), and Parent/Community Participation ( = 3.95). ^

Subject Area

Education, Administration|Education, Elementary|Education, Curriculum and Instruction

Recommended Citation

John Daniels, Yvonne J, "An analysis of perceptions of parents and teachers on school quality compared to school performance, in higher and lower performing schools, Miami -Dade County Public Schools, Florida" (2004). ETD collection for University of Nebraska - Lincoln. AAI3159547.
http://digitalcommons.unl.edu/dissertations/AAI3159547

Share

COinS