School Perceptions of Puerto Rican Mothers and Achievement of Their Children

The purpose of this study was to examine the correlations between school-related perceptions of 57 Puerto Rican mothers residing in east-central Pennsylvania and achievement of their children. The school-related perceptions were obtained using the Marjoribanks Family Environment Schedule, which yielded scores for satisfaction with school, teachers, and subject areas as well as a measure of the mother's language of preference for instruction. The children's achievement was measured by the Iowa Test of Basic Skills. Statistically significant correlations were not found between the Iowa reading scores and maternal satisfaction with all school-related variables. However, a significant value of .27 was identified between maternal satisfaction with teachers' and the children's Iowa mathematics scores. Of the mothers 86% expressed a preference for English as the language of instruction for their children. The school personnel need to identify factors contributing to these positive attitudes

Developmental psychology · Perception · Preference · Puerto rican · Reading (process · Test (biology · Early Childhood Education and Development · Parental Involvement in Education · Psychology · School Choice and Performance

• The unpublished manuscript

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