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Thompson's research is highly relevant to school administrators and counselors throughout the country. Most schools in the United States will have a substantial number of African-American students. Their needs and those of their parents are not being addressed well enough. Establishing solid ties between schools and their communities will help improve pubic relations and may also help raise the academic performance standards for African-American children. School administrators, teachers, and counselors should be able to satisfy the needs of all parents and children.

The researcher used a questionnaire to gather data about perceptions of public schools. All participants were self-described as African-Americans. A high number of participants were dissatisfied with their children's high school teachers: a greater number than those dissatisfied only with their children's elementary school teachers. Thompson (2003) also found that the participants' perceptions of elementary school teachers was positively correlated with perceptions of high school teachers. Dissatisfaction with elementary school teachers and the educational environment usually meant that the same parents remained dissatisfied with the high school teachers and high school environment. The researcher suggests that the research gathered in the current study be used to improve community relations and more importantly, to improve the one-on-one relationships between all public school professionals and all parents. The author also notes that elementary school education provides a strong foundation for student math and literacy competency. Those competencies will carry over into middle and high school. Therefore, African-American students who did not receive an adequate early childhood education are less likely to thrive in later grades.

African-American parents varied with regard to the factors that influence their perceptions about public schools and their staff. Course materials and caliber of homework was one factor that impacted African-American parent perspectives. Some parents, however, attributed their children's success or failure to personal effort. Ohters noted that racism and race awareness might affect school performance. Regardless of perceived reasons for African-American student performance in school, the system must respond to the persistent achievement gap between black and white students. Thompson's (2003) research emphasizes the need to establish relationships with African-American parents early: before high school. Although the author does not offer any specific suggestions for policy change, some can be inferred. For example, African-American parents expressed a preference for educational materials that they deemed relevant and meaningful for their children (p. 10). Consulting with African-American parents when their children are still in elementary school might help those parents trust that the system is responsive to their needs and the needs of their children.