RELATIONSHIP BETWEEN SCHOOL-COMMUNITY COORDINATING PROCEDURES AND READING ACHIEVEMENT / EUGENE LITWAK and OTHERS.

THE RELATIONSHIP OF THE SCHOOL AND COMMUNITY TO READING ACHIEVEMENT WAS STUDIED BY APPLICATION OF "A BALANCE THEORY OF COORDINATION." INTERLOCKING SURVEYS WERE CONDUCTED BY ADMINISTERING QUESTIONNAIRES AND INTERVIEWS TO A SAMPLE OF 4,402 PEOPLE, CONSISTING OF CHILDREN FROM 18 ELEMENTARY SCHOOLS, THEIR PARENTS, THEIR NEIGHBORS, AND SCHOOL PERSONNEL AND TEACHERS. THE AREAS UNDER STUDY INCLUDED (1) THE NEIGHBORHOOD AND THE FAMILY AS PRIMARY COMMUNITY GROUPS, (2) SCHOOL-COMMUNITY LINKAGE MECHANISMS, AND (3) BUREAUCRATIC ORGANIZATIONS (SCHOOLS) AND GOAL ACHIEVEMENT. A SUMMARY OF MAJOR POINTS SHOWED THAT PRIMARY GROUPS, BUREAUCRATIC STRUCTURES, AND THEIR LINKAGES MUST BE TAKEN INTO ACCOUNT IF ONE IS TO UNDERSTAND THE WAY SCHOOL-COMMUNITY CONTACT MIGHT AFFECT THE CHILDREN'S ACADEMIC PERFORMANCE. (RS)

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