The dissertation portrayed a survey study situated in a suburban district. The study analyzed responses to a 105-question survey administered to seventh and eighth grade students in the middle school setting. The study's purpose was to examine student perceptions about the family-school involvement partnership practices experienced in the school and home environments. The study considered family-school involvement as an element of middle school reform, as well as an opportunity to regard the roles of the stakeholders in the partnership.

The context of the family-school involvement study was based within the typology of practices and the theory of overlapping spheres of influences inherent within the structures of school and home (Epstein, 2001). The revised, middle level survey inquired about the self-efficacy of students to make choices and participate in the typology of partnership practices. The questions examined the social network between home and school, and the influences among the stakeholders.

Three middle schools participated with an overall 79% participation rate. The disaggregated data analysis included middle school, grade level and achievement status cohorts. Particular focus on the perceptions of the student at risk for academic failure allowed comparison of their perceptions with their general education peers.

The study found that of the six partnership types, students overwhelmingly preferred the learning at home type, and infrequently chose the collaborating with the community type. In order of preference, the other partnership types included communicating, parenting, volunteering and decision-making. Students perceived they had the self-efficacy to determine the level of school engagement and family involvement that would affect their school experience. Their perceptions embodied the theory of overlapping spheres of influence and added students as an active influence. This study revealed that students could assume responsibility for utilizing the types to improve their academic success, orchestrate the invitation and participation of their family in their academic goals, and gather the requisite self-efficacy and resourcefulness to participate in the family-school partnership. In addition, students contributed suggestions to enact each partnership type, as well as to expand the social network among school, home and student.