Input from parents is considered to a small extent when making decisions on the issues addressed in this report, and on all but one issue, between 5 and 22 percent of schools reported that they do not consider parent input at all (Table 3). Interestingly, schools appear to give input from parents the most consideration in the issue that has a direct impact on parents themselves--the development of parent involvement activities. Approximately one-third (31 percent) of all schools reported that parent input is considered to a great extent on this issue, and another 37 percent reported considering it to a moderate extent. At the other extreme, parents have little say in decisions regarding the monitoring and evaluating of teachers, with 74 percent of all schools indicating that parents have no say at all in this process. Also, approximately 20 percent of all schools indicated that parents have no say on decisions about the allocation of funds or library books and materials. For the remaining four issues (curriculum or instructional program, the design of special programs, discipline policies and procedures, and health-related topics or policies), fewer than 14 percent of schools reported considering parent input to a great extent, and between 34 and 38 percent of schools reported considering it to a moderate extent. There appeared to be no significant relationship between school characteristics and the extent to which schools considered parent input in decisionmaking.
){kind=link}