Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Robert Flanders

Abstract

Middle and high school administrators in a Midwest school district needed to implement strategies to support parent involvement. The purpose of this qualitative case study was to examine how middle and high school administrators implemented strategies to support parent involvement that may influence student achievement. The conceptual framework that supported this study was Epstein’s framework of six types of involvement. The research questions focused on how middle and high school administrators implemented strategies to support parent involvement that may influence student achievement and how the administrators perceived the effectiveness of the strategies they implemented. Semistructured interviews were used to collect data from the eight middle and high school administrators. Data from the interviews were sorted and analyzed into patterns, concepts and themes. A thick, rich description summarized the strategies used to support parent involvement that may influence student achievement. Findings showed a relationship between parent involvement and student achievement. Implementing strategies to support parent involvement was shown to have considerable influence on student achievement. Schools should provide meaningful roles for parents, offer mentoring and training, involve community partnerships, incorporate effective parent communication, include parents in the development of school vision and mission statements, and address the challenges that interfere with parent involvement. Implementing parent involvement strategies through shared values, networking, and mutual support that come with schools, parents, and community working together positive social change may also occur.

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