Date of Award

Spring 8-1-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Steve Gruenert

Second Advisor

Brad Balch

Third Advisor

Tonya Balch

Abstract

Decades of research affirm that family-school partnerships are essential to students’ academic and social-emotional success. Researchers have uncovered barriers, identified solutions, and developed frameworks and models to assist schools in improving their family partnerships. Despite legislation to foster family engagement, schools’ development of parent engagement policies, adoption of proven engagement programs, and investment in training to improve family connections, historically underserved students continue to fall through the cracks. This study aims to identify and quantify the behaviors and practices most effective in engaging families of historically underserved elementary and middle school students. Grounded in Maslow’s Hierarchy of Needs and Bronfenbrenner’s Ecological Systems Theory, this research seeks to deepen educators’ understanding of the benefits and prerequisites for meaningful family engagement. Drawing on the insights from the literature, a preliminary construct for effective engagement was developed and operationalized through a survey instrument. The survey, which captured educators’ self-reported practices, was completed by 237 participants from diverse school settings across Indiana. Exploratory factor analysis revealed six factors, grouped into two overarching themes.These findings provide a research-based framework that can inform practices, training, and policy. The study and its validated instrument offer stakeholders the key to effective engagement and a tool to assess and strengthen family engagement efforts, ultimately supporting equitable and more holistic outcomes for historically underserved students.

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