Date of Award

Spring 2021

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Susan Stanley

Second Advisor

Dr. James Anderson

Third Advisor

Dr. Nikeshia Leatherwood

Abstract

This qualitative case study explored family-school partnerships in five Title I elementary schools in one central Florida school district. Literature confirms that engaging parents and families in their children's education provides positive results for a child's well-being socially, emotionally, and academically. Furthermore, partnerships between families, schools, and communities, in which all stakeholders share in the responsibility of a child's academic success, are beneficial to everyone, especially children and schools. The existing problem is that most educators do not know how to do this and many educators receive little, if any, support to build their capacity or aid their efforts in meeting the requirements of the law. The purpose of this study was to discover how the schools meet ESSA's Section 1118 compliance requirements to build staff and families' capacity to partner in support of school improvement and academic achievement. More specifically, this study examined the opportunities schools provided to engage their students' families and how they built families' capacity to support and extend learning outside the classroom for their child. Additionally, this study examined how schools developed their staff's ability to work more effectively in partnership with parents to support student academics. The findings provided specific examples of capacity-building activities that the five case schools extended to their staff and families to partner in support of student achievement.

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