This sequential mix methods case study used a critical perspective to explore parents' perceptions of their parental involvement and the relationship to student achievement in a Title I elementary school. The survey based on the work of Epstein and Salinas (1993) was used to gather data from parents of students who attended first, second, and third grade in the 2009-2010 school year in an inner city elementary school. Results from the Criterion Reference Competency Test (CRCT) were used to measure achievement and free or reduced lunch was used as a measure of economically disadvantaged. Findings emerged from this study explored parents' perceptions towards three of Epstein's Six Types of Parental Involvement, Communication, Volunteering and Decision-making. Secondly, parent's perceptions of their involvement when grouped by their children achievement level on the CRCT and parental practices were explored. The survey results revealed parents' highest perceptions of their involvement (45.2%) in the Communication dimension. Parent's lowest perception of their involvement (44.9%) represented the Decision-making dimension followed by Volunteering with 44.3%. The findings from the surveys revealed there was not a significant difference of perceptions of parents towards parental involvement based upon the dimensions. Secondly, there was not a significant difference between parent perceptions of their involvement in the three dimensions when grouped by student's CRCT achievement level. Lastly, there was not a significant difference in parental practices in the dimensions Communication and Decision-making. However, there was a significant difference in parental practices in the dimension Volunteering for parent's of students in \"meets/exceeds\" versus parent's of students in \"does not meet\" state standards. The survey and interviews revealed the need for more intensive efforts to increase parental involvement. This study fostered awareness among economically disadvantaged parents, administrators, teachers, and district personnel. Based on these findings, implications for practice and recommendations for future research were discussed.
","abstract_html":"<p>This sequential mix methods case study used a critical perspective to explore parents' perceptions of their parental involvement and the relationship to student achievement in a Title I elementary school. The survey based on the work of Epstein and Salinas (1993) was used to gather data from parents of students who attended first, second, and third grade in the 2009-2010 school year in an inner city elementary school. Results from the Criterion Reference Competency Test (CRCT) were used to measure achievement and free or reduced lunch was used as a measure of economically disadvantaged. Findings emerged from this study explored parents' perceptions towards three of Epstein's Six Types of Parental Involvement, Communication, Volunteering and Decision-making. Secondly, parent's perceptions of their involvement when grouped by their children achievement level on the CRCT and parental practices were explored. The survey results revealed parents' highest perceptions of their involvement (45.2%) in the Communication dimension. Parent's lowest perception of their involvement (44.9%) represented the Decision-making dimension followed by Volunteering with 44.3%. The findings from the surveys revealed there was not a significant difference of perceptions of parents towards parental involvement based upon the dimensions. Secondly, there was not a significant difference between parent perceptions of their involvement in the three dimensions when grouped by student's CRCT achievement level. Lastly, there was not a significant difference in parental practices in the dimensions Communication and Decision-making. However, there was a significant difference in parental practices in the dimension Volunteering for parent's of students in "meets/exceeds" versus parent's of students in "does not meet" state standards. The survey and interviews revealed the need for more intensive efforts to increase parental involvement. This study fostered awareness among economically disadvantaged parents, administrators, teachers, and district personnel. Based on these findings, implications for practice and recommendations for future research were discussed.</p>","abstract_has_math":false,"creators":["Usry-Wilson, Nisharro L."],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Meca Williams-Johnson","Denise Weems-White","n/a"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T02:26:52Z","subjects":["ETD","Parent perceptions","Student achievement","Low income","Annual yearly progress","Low performing","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/420","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Meca Williams-Johnson","Denise Weems-White","n/a"]},{"key":"dc:creator","label":"Author","values":["Usry-Wilson, Nisharro L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-08-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (restricted to Georgia Southern)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Parent perceptions","Student achievement","Low income","Annual yearly progress","Low performing","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/420"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This sequential mix methods case study used a critical perspective to explore parents' perceptions of their parental involvement and the relationship to student achievement in a Title I elementary school. The survey based on the work of Epstein and Salinas (1993) was used to gather data from parents of students who attended first, second, and third grade in the 2009-2010 school year in an inner city elementary school. Results from the Criterion Reference Competency Test (CRCT) were used to measure achievement and free or reduced lunch was used as a measure of economically disadvantaged. Findings emerged from this study explored parents' perceptions towards three of Epstein's Six Types of Parental Involvement, Communication, Volunteering and Decision-making. Secondly, parent's perceptions of their involvement when grouped by their children achievement level on the CRCT and parental practices were explored. The survey results revealed parents' highest perceptions of their involvement (45.2%) in the Communication dimension. Parent's lowest perception of their involvement (44.9%) represented the Decision-making dimension followed by Volunteering with 44.3%. The findings from the surveys revealed there was not a significant difference of perceptions of parents towards parental involvement based upon the dimensions. Secondly, there was not a significant difference between parent perceptions of their involvement in the three dimensions when grouped by student's CRCT achievement level. Lastly, there was not a significant difference in parental practices in the dimensions Communication and Decision-making. However, there was a significant difference in parental practices in the dimension Volunteering for parent's of students in \"meets/exceeds\" versus parent's of students in \"does not meet\" state standards. The survey and interviews revealed the need for more intensive efforts to increase parental involvement. This study fostered awareness among economically disadvantaged parents, administrators, teachers, and district personnel. Based on these findings, implications for practice and recommendations for future research were discussed.
"]},{"key":"dc:title","label":"Title","values":["Parent Perceptions of their Involvement and the Relationship to Student Achievement: A Sequential Mix Methods Case Study"]}]}],"canonical_facts":{"dc:contributor":["Meca Williams-Johnson","Denise Weems-White","n/a"],"dc:creator":["Usry-Wilson, Nisharro L."],"dc:date.available":["2013-08-07T07:00:00Z"],"dc:description.abstract":["This sequential mix methods case study used a critical perspective to explore parents' perceptions of their parental involvement and the relationship to student achievement in a Title I elementary school. The survey based on the work of Epstein and Salinas (1993) was used to gather data from parents of students who attended first, second, and third grade in the 2009-2010 school year in an inner city elementary school. Results from the Criterion Reference Competency Test (CRCT) were used to measure achievement and free or reduced lunch was used as a measure of economically disadvantaged. Findings emerged from this study explored parents' perceptions towards three of Epstein's Six Types of Parental Involvement, Communication, Volunteering and Decision-making. Secondly, parent's perceptions of their involvement when grouped by their children achievement level on the CRCT and parental practices were explored. The survey results revealed parents' highest perceptions of their involvement (45.2%) in the Communication dimension. Parent's lowest perception of their involvement (44.9%) represented the Decision-making dimension followed by Volunteering with 44.3%. The findings from the surveys revealed there was not a significant difference of perceptions of parents towards parental involvement based upon the dimensions. Secondly, there was not a significant difference between parent perceptions of their involvement in the three dimensions when grouped by student's CRCT achievement level. Lastly, there was not a significant difference in parental practices in the dimensions Communication and Decision-making. However, there was a significant difference in parental practices in the dimension Volunteering for parent's of students in \"meets/exceeds\" versus parent's of students in \"does not meet\" state standards. The survey and interviews revealed the need for more intensive efforts to increase parental involvement. This study fostered awareness among economically disadvantaged parents, administrators, teachers, and district personnel. Based on these findings, implications for practice and recommendations for future research were discussed.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/420"],"dc:subject":["ETD","Parent perceptions","Student achievement","Low income","Annual yearly progress","Low performing","Education"],"dc:title":["Parent Perceptions of their Involvement and the Relationship to Student Achievement: A Sequential Mix Methods Case Study"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (restricted to Georgia Southern)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:52Z"}