Parental Expectations and Academic Success in the Context of School Climate Effects

Abstract

The authors apply ecological theory and models of risk and resilience in examining the associations among parental expectations, school climate, and academic performance. More specifically, this cross-sectional study conducted in a small urban school district examines how students' perceptions of school climate and parental expectations are related to grades. We also investigate whether school climate influences the relationship between parental expectations and academic outcomes. The findings indicate that parental expectations are strongly associated with grades after accounting for the effect of school climate. In addition, school climate moderates the association between parental expectations and grades. Parental expectations have the strongest association with grades among students who perceive a positive school climate. Implications for practice and school improvement planning are discussed.