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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 (x¯ = 4.06) and Emphasis on Basic Skills (x¯ = 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 (x¯ = 4.21) and Professional Development (x¯ = 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 (x¯ = 3.96), and Parent/Community Participation (x¯ = 3.95).
