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The primary purpose of this study was to provide a discriminating, reliable, and valid method for parents to give teachers feedback. Further, this study examined how student feedback to teachers is similar and dissimilar to parent feedback. The survey was developed with assistance from a judgment panel and stakeholders committee. The opportunity sample consisted of two school systems; one in the Southwestern United States and the other located in the Northeast. Customized scan forms were created for Country Green; Knottown maintained local control electing to use general purpose bubble sheets. The K-12 parent survey was subdivided into realms (communication, classroom environment, curriculum and instruction, assessment and evaluation, and homework) through nonstatistical generalization. Each realm contained questions which were answered using a Likert-type response mode. A comments section was also included. The data from the surveys were analyzed. Student surveys were used for each grade level; K-2, 3-5, 6-8, and 9-12. Comparable items on student and parent surveys were identified and analyzed for similarities and differences. Mass authorship of the parent survey provided social validity, the Cronbach Alpha statistical test established instrument reliability, and analysis of variance and ttests identified significant differences.

Parent feedback to teachers and its association to student feedback: does Johnny tell mommy?