ABSTRACT
This study examines the perceptions of more than 11,000 parents and 1,500 teachers about their schools, themselves, and their relationships with each other within their school communities. It provides insights into the health of our public schools, their reservoirs of social capital, and the context they provide for student learning. The nature and strength of relationships within school communities is assayed through examination of parents' and teachers' perceptions about their roles, the roles of students, school—home communication, the common experience and climate of the school, and their face-to-face association with one another. Teachers' perceptions are compared with those of parents, and the perceptions of White, non-Hispanic, Black, non-Hispanic, and Hispanic parents are compared with each other.
