Dr. Dave Townsend

The purpose of this study was to identify parent perceptions of written and verbal communication methods used between home and school concerning student academic progress, social behavior, school policies, school activities, and school curriculum. Through the use of a parent interview schedule, parents indicated the written and verbal methods and frequencies of communication they received and preferred to receive from their child's school. In addition, parents indicated the methods and topics of communication they originated with their child's school. The sample of elementary parents from the Kearney Public Schools, Kearney, Nebraska was selected through a stratified-random sampling technique. The following conclusions were drawn based on the findings of this study. (1) Parents perceived the school as doing a good job communicating about academic progress and social behavior. Suggestions for improvement included the use of more written comments from teachers and greater use of the telephone as a means of communication. (2) Parents perceived the schools as doing a good job communicating through written methods about school policies and activities. Monthly newsletters, in addition to handbooks, were perceived as preferred methods for communicating about school activities and policies. Verbal methods were perceived to be unnecessary in the communication of school policies and activities. (3) Parents perceived the schools as doing an average job when communicating about the school curriculum. Increased written communication in this area was desired by the parents. (4) Parent-initiated communications were perceived by parents as positive and primarily concerned with academic progress. (5) Parents perceived existing standards of communications as necessary and indicated that supplemental methods at more frequent intervals would be desirable in all areas with the exception of verbal communication concerning school policies and activities.