Beyond Barriers: Strengthening Family Engagement in a Title I Elementary School
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Authors
Carter, Tamera
Issue Date
2026-02
Type
Dissertation
Language
en
Keywords
family engagement , Title I , school–family partnerships , Educational Leadership & Learning Lifelong
Alternative Title
Abstract
Family engagement is associated with improved student outcomes; however, sustaining meaningful engagement remains challenging in high-poverty Title I elementary schools in historically underserved rural communities. The problem addressed in this study was the difficulty schools face in maintaining consistent family engagement despite its benefits for students. The purpose of this qualitative study was to examine how educators and a school administrator at a high-poverty Title I elementary school described family engagement practices, contextual barriers to participation, and student outcomes when families were consistently connected to the school. Ecological systems theory and the theory of overlapping spheres of influence guided the study. This single instrumental qualitative case study employed semi-structured interviews with educators and a school administrator, as well as a document analysis of school-based artifacts related to family engagement. Data were analyzed through a systematic coding process to identify patterns across participant perspectives and documents. Findings indicated that engagement was strengthened through relational trust, accessible two-way communication, culturally responsive practices, and shared leadership, all of which were supported by community partnerships. Participants described barriers such as work schedules, transportation limitations, and financial constraints as structural rather than motivational. Participants also described connections between consistent engagement and improved student motivation, attendance, behavior, and academic effort. The conclusions suggest that meaningful family engagement in high-poverty Title I elementary schools is achievable when schools prioritize trust, reduce access barriers, and implement responsive, context-aligned practices.