ORCID

http://orcid.org/

Date of Award

2020

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Administrative and Instructional Leadership

First Advisor

James R Campbell

Second Advisor

Rene Parmar

Third Advisor

Joan Birringer-Haig

Abstract

The purpose of this research study is to examine parental perspectives and its relation to school performance outcomes. It examines whether there is an alignment between parental perspective and school performance outcomes. A purposeful sample of 7,762 parents, whom self-identify as having an ethnic background of Black or Hispanic, having a low socio-economic status (SES), as well as a student whom attends one of 42 of the public schools within District 7 in the borough of the Bronx in New York City, perspectives were examined. District 7 in the Bronx houses 42 schools in which educate 20,197 students. School entities in the study are those schools located in the Bronx, New York, in which have been identified by the New York City Department of Education Performance Evaluation System, The Quality Review, as being an Underdeveloped, Developing, Proficient, or Well-Developed school. Joyce Epstein’s theoretical framework was used as the basis for this quantitative study. Utilizing Joyce Epstein’s Conceptual Framework for parent involvement as a conceptual framework for analysis, quantitative data were gathered on parental perspective and school performance outcomes. These instruments include the 2018 New York City School Survey and the 2017-2018 Quality Review Report.

Studies have been conducted in which the effects of parental perspectives are examined in its relation to school performance outcomes. However, there is limited research with parental perspectives on school entities and its relation to school performance. This research builds upon and extends previous studies, determining the relation of parental perspectives on school performance outcomes. The findings may guide school districts, building, leaders and teachers in improving the relationships between parents and teachers, create the capacity for parents to be deeply engaged in their children’s learning and investment in their children’s school. It can best inform schools with the relation between parental perspectives and school performance, assisting in their action plans in addressing such.

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