ship between the level of parent involvement and enrollment, percentage of white students and students who were not low income.
The results showed that higher involvement took place in schools with lower enrollments. Also, larger percentages of white students were in schools with higher involvement. Similarly, larger percentages of students who were not low income were in schools with higher involvement.
The Chi Square analysis was used for teachers' responses to questions about goals of parent involvement. Findings indicated that teachers were less supportive of goals in regard to parents being in control of the schools. In other words, they felt that parents should essentially assist educational processes developed by educators but that they should not have a hand in developing instructional or curricular strategies.
T test analyses revealed that perceptions of parental involvement were either positive or negative but seldom neutral. Further, the results of an analysis of variance revealed
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