A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
VARIABLES INFLUENCING BERKS COUNTY SCHOOL DISTRICT RESIDENTS' KNOWLEDGE OF AND SUPPORT OF CHAPTER 5 SCHOOL REFORMS
Kathleen C. Makuch , Ed. D.
April 1997

RETURN
edited 12/20/00

 


ABSTRACT

The purpose of this study was to examine the relationship between selected characteristics of parents and community members and their knowledge of and support of Pennsylvania Chapter 5 school reforms. Respondents were classified,according to the type of school involvement experienced (i.e., Information, Enablement, Altruism, Empowerment, or No Involvement). The characteristics of parents and community members which were studied included: age, gender, family income, level of education, schools which children attend(ed), and liberal/conservative position. These variables served as the independent variables for this study. Parent and community member knowledge of and support of school reforms served as the dependent variables and were assessed in regard to proposed reforms in the area of: school mission/goals, higher expectations of students, assessment of student progress, student learning outcome based curriculum, and local control/governance of schools.

-The Berks County School District Resident Survey was developed for this study- It included provision for the collection of demographic information about the school district residents. It also included questions regarding knowledge of and attitudes towards school reforms in Pennsylvania's Chapter 5 curriculum regulations. on this instrument, respondents indicated their level of agreement with each of the items by using a 5 point Likert scale ranging from Strongly Agree to Strongly Disagree.

Results of this study indicated that overall respondents were supportive of Chapter 5 school reforms. Respondents were supportive of reforms which promote higher expectations of students, alternative assessment techniques, and student learning outcome based curriculum. Those who had the most meaningful school involvement experiences (Enablement, Altruism, and Empowerment) and those who had the highest levels of education were the most supportive of school reforms. Respondents who rated themselves as liberal were more supportive of school reforms than those who rated themselves as moderate or conservative.

Results of this study will be useful to Berks County School Districts as they communicate with parents and community members about school programs and as they implement the various school reforms. Being aware of the variables which influence residents' attitudes about these issues, will assist districts in reducing public resistance to school initiatives. Also, the instrument may prove useful to a wide range of school systems beyond Berks County in the future.

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