This qualitative study explores engagement experiences of low income and minority parents in the work of schools since the implementation of No Child Left Behind in order to understand relationships between parental involvement, school improvement, and parental support for student academic achievement. This inquiry observes an urban, Midwestern school district that has implemented parent liaison programs designed to empower parents toward active participation in the academic lives of their children. Through this qualitative study, I explore district-wide parental engagement efforts to assess how low income and minority parents are included in parent involvement initiatives.
Specific methodology for this study includes observations, interviews, focus groups and document analysis. Case study data from two schools is examined in depth. Findings from the case studies are then used to compare to overall district patterns. Data from this research is analyzed using literature on parental engagement and school improvement, and theoretical frameworks of social capital, implementation theory, and democratic theory.