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An evaluation of the effective engagement of English-language students’ parents in UTK-8th grade schools

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An evaluation of the effective engagement of English-language students’ parents in UTK-8th grade schools

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Content An Evaluation of the Effective Engagement of English-language students’ Parents in UTK-8th
Grade Schools
by
Elizabeth Chavez Lobos
A Dissertation Proposal Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2023
Copyright 2023 Elizabeth Lobos
2
Acknowledgments
First and foremost, the learning and evolution that I experienced through my journey at
USC Rossier School of Education have shaped me into a justice warrior who strives to serve her
community. I will forever cherish the time I spent with many amazing USC Rossier instructors
and my cohort colleagues. Dr. Darline Robles, thank you for the patience, guidance, and wisdom
that you so graciously shared with me throughout this journey. Dr. Mora Flores and Dr. Kellar,
thank you for your willingness to be on my committee and for your support. To my chica, Diana
Uribe, “¡Lo hicimos!”
A mi familia, Gracias a mis padres (Javier y Marina Chavez) luchadores que dejaron su
tierra natal para que mis hermanas y yo tuviéramos mejores oportunidades, los admiro por eso y
más. A mis hermanas (Lucy, Veronica, Angelica, Araceli y Carolina), gracias carnalas! Todas
ustedes me criaron, me disciplinaron y me apoyaron y estoy eternamente agradecida por haber
sido bendecida con 6 mamás, ¡pero no olviden que deben llamarme Doctora Lobos ahora (jaja)!
Un reconocimiento especial a mi hermana Carolina, quien me allanó el camino a la universidad
como graduada de primera generación. ¡Gracias!
To my nephews, Mateo, Andrew, Josiah, Jorah, and John, always remember: Si Se
Puede! Y a mis sobrinitas Stephanie, Isabella, Alejandra, Kamila y Jonelle recuerden que si
quieren la luna ustedes solitas se la pueden bajar! If you girls want the moon, you can get it down
for yourselves!
To my brother-in-law, Dr. Jedidiah Lobos, thank you for inspiring me to officially join
the Trojan Family and continuously encouraging and supporting me throughout this journey.
To the rest of my Lobos family, Suegro, Honey, and Genevieve, thank you for your
constant encouragement, love, and support throughout this process. This is for all of us!
3
Last, but not least, to the love of my life, mi chinito, Amorz, you have always been my #1
fan and have supported every crazy endeavor that I have set my mind to pull off. You have
always encouraged me to be the best version of myself, to step up to my responsibilities, and to
reach for the moon and stars, and because of you, I’m now a doctor! I couldn’t have been
successful without you and your support. Thank you, Jezreel Alberto Lobos. Mahal kita! ¡Te
amo! I love you!
4
Abstract
This study aimed to examine the knowledge, motivational, and organizational influences
that are currently impeding the successful engagement of parents of English-language (EL)
students in the Roadrunner Elementary School District (RESD). The theoretical framework
implemented in this study includes Clark and Estes’ (2008) gap analysis and evaluation model.
The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) was used as a framework
to develop an implementation plan for assessing the solutions presented to the RESD. Data was
collected through interviews with parents of EL students in RESD schools with the highest EL
student enrollment. Data was also collected through a document analysis of the district’s Local
Control and Accountability Plan (LCAP) and the school’s Single Plan for Student Achievement
(SPSA). Triangulation was conducted on the data to increase data validity and to develop a better
understanding of the influences that negatively impact the engagement of EL students’ parents in
the RESD. The findings of this study identified needs in terms of influences of knowledge,
motivation, and organization. In other words, the findings highlighted knowledge gaps in the
parents’ perspectives as well as a need for them to feel supported and valued by the schools they
are associated with.
5
Table of Contents
LIST OF TABLES 9
CHAPTER ONE: INTRODUCTION 10
Background of the Problem 11
Importance of Addressing the Problem 12
Organizational Context and Mission 13
Organizational Performance Status 14
Stakeholder Groups 14
Stakeholders’ Performance Goals 15
Organizational Performance Goal 16
Stakeholder Group for the Study 16
Purpose of the Project and Questions 17
Conceptual and Methodological Framework 18
Definitions 18
Organization of the Project 19
CHAPTER TWO: LITERATURE REVIEW 20
Influences on the Problem of Practice 20
EL students 20
Importance of Parent Engagement 21
Title I Mandate for Parent Engagement 22
Title I at 50: A Retrospective 22
Parent Involvement in the DELAC 23
Significance of Parent Engagement in Student Achievement 24
Barriers to Parent Engagement 25
Conceptual Framework 27
Stakeholder Knowledge, Motivational, and Organizational Influences 27
Knowledge Influences 27
Motivational Influences 30
Organizational Influences 33
CHAPTER THREE: METHODOLOGY 38
Purpose of the Research Study and Research Questions 38
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Conceptual and Methodological Framework 38
Assessment of Performance Influences 39
Knowledge Assessment 40
Procedural Knowledge 41
Conceptual Knowledge 41
Metacognitive Knowledge 41
Motivation Assessment 43
Value 43
Self-Efficacy 43
Mood 44
Organization Assessment 46
Resources 46
Policies, Processes, and Procedures 46
Cultural Setting 47
Cultural Model 47
Participating Stakeholders and Sample Selection 49
Sampling 49
Recruitment 49
Instrumentation 50
Interview Protocol Design 51
Document Analysis 51
Data Collection 52
Interviews 52
Document Analysis 52
Data Analysis 53
Trustworthiness of the Data 53
Role of the Investigator 54
Limitations and Delimitations 55
CHAPTER FOUR: RESULTS AND FINDINGS 56
Participating Stakeholders 56
Determination of Assets and Needs 56
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Emerging Themes 57
Results and Findings for Knowledge Causes 58
Procedural Knowledge 58
Conceptual Knowledge 61
Metacognitive Knowledge 62
Results and Findings for Motivational Causes 63
Value 64
Self-Efficacy 65
Mood 67
Results and Findings for Organizational Causes 69
Resources 69
Policies, Processes, and Procedures 71
Cultural Setting 72
Cultural Model 73
Summary of Validated Influences 75
Knowledge 75
Motivation 76
Organization 77
Analysis of the Findings 77
CHAPTER FIVE: RECOMMENDATIONS AND EV ALUATION 80
Purpose of the Project and Questions 80
Recommendations to Address Knowledge, Motivational, and Organizational Influences 80
Knowledge Recommendations 81
Motivational Recommendations 88
Organization Recommendations 91
Summary of Knowledge, Motivational, and Organizational Recommendations 97
Integrated Implementation and Evaluation Plan 99
Organizational Purpose, Needs, and Expectations 99
Implementation and Evaluation Framework 100
Level 4: Results and Leading Indicators 101
Level 3: Behavior 104
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Level 2: Learning 107
Level 1: Reaction 113
Summary of the Implementation and Evaluation 115
Limitations and Delimitations 116
Implications for Practice 117
Recommendations for Future Research 118
Conclusion 118
REFERENCES 121
APPENDIX A: INTERVIEW PROTOCOL, ENGLISH 124
APPENDIX B: INTERVIEW PROTOCOL, SPANISH 127
APPENDIX C: DOCUMENT ANALYSIS PROTOCOL 129
APPENDIX D: INFORMED CONSENT/INFORMATION SHEET 130
APPENDIX E: CONSENT FORM, SPANISH 132
APPENDIX F: TRAINING EXPERIENCE SURVEY 134
APPENDIX G: TRAINING EXPERIENCE SURVEY-SPANISH 136
APPENDIX H: 6 MONTH POST TRAINING EXPERIENCE SURVEY 138
APPENDIX I: 6 MONTH POST TRAINING EXPERIENCE SURVEY- SPANISH 140

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List of Tables
Table 1 Organizational Stakeholders’ Goals ................................................................................ 16
Table 2 Summary of Assumed Knowledge Influences on Stakeholders’ Ability to Achieve the
Performance Goal ................................................................................................................. 30
Table 3 Summary of Assumed Motivation Influences on Stakeholder’s Ability to Achieve the
Performance Goal ................................................................................................................. 33
Table 4 Summary of Assumed Organizational Influences on Stakeholders’ Ability to Achieve the
Performance Goal ................................................................................................................. 36
Table 5 Assessment of Knowledge Influences ............................................................................. 42
Table 6 Assessment Motivational Influences ............................................................................... 45
Table 7 Assessment Organizational Influences ............................................................................ 48
Table 8 Knowledge Assets or Needs as Determined by the Data ................................................ 75
Table 9 Motivational Assets or Needs as Determined by the Data .............................................. 76
Table 10 Organization Assets or Needs as Determined by the Data ............................................ 77
Table 11 Summary of Knowledge Influences and Recommendations ......................................... 83
Table 12 Summary of Motivation: Influences and Recommendations ........................................ 89
Table 13 Summary of Organizational Influences and Recommendations ................................... 93
Table 14 Outcomes, Metrics, and Methods for External and Internal Outcomes ...................... 102
Table 15 Critical Behaviors, Metrics, Methods, and Timing for Evaluation ............................. 105
Table 16 Required Drivers to Support Critical Behaviors ......................................................... 106
Table 17 Evaluation of the Components of Learning for the Program .......................................112
Table 18 Components to Measure Reactions to the Program .....................................................113

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Chapter One: Introduction
Currently, underperformance in English Language Arts (ELA), math, and English
Language Proficiency is the reality faced by English-language (EL) learners enrolled in
California schools. In the 2021–22 school year, approximately 1.128 million EL learners enrolled
in California public schools, comprising about 18% of the total enrollment in California public
schools (California Department of Education, 2022). Data indicates that EL students in
California are performing 45.1 points below standard in ELA and 68.6 points below average in
math, while 48.3 are making progress toward English Language Proficiency (California School
Dashboard, 2020). Programs and activities involving parents encourage learning at home,
establish high academic achievement expectations, result in higher grades and test scores,
contribute to better attendance, and render higher graduation rates (Lawson, 2003). Parent
engagement is also crucial for the examination of policies and practices embedded in the school
system that continue to fail historically underserved students (Porras, 2019). Current research
demonstrates that parent involvement in schools is also associated with an increase in student
attendance (Lui et al., 2019). Furthermore, increased parent engagement contributes to an
increase in students’ academic outcomes, as evident in overall grades, reading achievement,
positive outlooks toward participating in school, lower dropout rates, and decreased suspension
rates (Christenson et al., 1997). When schools are not mindful of the barriers that hinder the full
engagement of their parents, EL learners’ academic achievement outcomes are affected and the
academic experiences of the students are harmed. Moreover, the issue of school policies and
practices continuing to fail underserved EL learners prevails.
11
Background of the Problem
Between 1980 and 2012, the linguistic minority population has doubled across the United
States. According to the United States Department of Education, enrollment of EL learners in K–
12 schools in the United States has increased by 1 million students since 2002 (Department of
Education, 2020). In the Roadrunner elementary school district (RESD; pseudonym),
approximately 1,457 EL learners enrolled for the 2018–2019 school year (California School
Dashboard, 2019). Data from this district indicate that EL learners are performing 44.9 points
below standard in ELA and 84.6 points below standard in math; additionally, 47.2% of the
enrolled EL students have made some progress toward EL proficiency. Historically, non-English-
speaking students represent a linguistic minority that is underserved in American schools and
continues to underperform compared to their English-only-speaking counterparts. Data from the
National Assessment of Educational Progress indicate that the test scores of EL students range
between 0.83 and 1.32 standard deviations below the scores of English-only speakers
(Rumberger et al., 2015). Furthermore, academic achievement data from California public school
students indicates that the achievement gap between students remains unchanged from 3rd grade
to 11th grade. Research suggests that the involvement of EL students’ parents as key stakeholders
can make a difference in the academic achievement, socio-emotional development, and overall
behavioral achievement of EL students (Nokali et al., 2010). Moreover, EL students require
additional resources in order to be successful. They need access to qualified teachers and
appropriate instructional materials that include but are not limited to, bridging materials. They
also need to participate in diagnostic, formative, and summative assessments to ensure that their
instruction is data-informed. It is estimated that only 40% of the teachers who work with EL
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students receive proper training and about 57% of the EL students are provided with access to
the appropriate materials that they need in order to succeed (Rumberger et al., 2015).
Despite EL students’ need to have a strong support system at school, the root of the
problem—and, therefore, the solution—lies at home. Effective parent engagement is critical to
an EL student’s academic success for numerous reasons. A child’s education starts at home,
years before they enter the public school system. The education at home is likely to continue
throughout their lives, even as they progress through public academia. Moreover, a parent must
have their child’s best interest as a top priority, and only the parent truly has the power to
effectively disrupt injustices that act as barriers to their child’s academic success (Porras, 2019).
Thus, in order to fully decipher the barriers to EL students’ academic progress, one should
evaluate these barriers with the parents’ perspective in mind.
Importance of Addressing the Problem
In the United States “education” is viewed as an effective weapon against poverty and
social inequality (Lee et al., 2006). Furthermore, optimizing the experiences of all students
enrolled in California schools is an essential feat to accomplish in order to ensure that every
student has options and excellence in relation to their lived educational experiences and
outcomes. Currently, approximately 55% of California’s 6.1 million public school students are
Latino, 22% are white, 9.3% are Asian, and 5.3% are Black (Jones, 2021). Of these students,
about 18.1% of the total enrollment in California public schools constitutes EL students
(California Department of Education, 2022). Although parental involvement is identified as a key
factor in achieving better student academic outcomes, such as improved academic performance,
higher test scores, reduced dropout rates, decreased suspension rates, and overall balanced
academic experience (Carreon et al., 2005), RESD schools have thus far been ineffective in
13
increasing EL students’ parents’ engagement in the schools. It is imperative that RESD identifies
the barriers that EL students’ parents face in order to engage parents and increase their
participation in parent-involvement programs and activities and mitigate these barriers. Doing so
will optimize EL students’ academic achievement and the overall quality of their educational
experiences.
Organizational Context and Mission
The RESD serves students in UTK-8th grade in Los Angeles county. Students enrolled in
RESD schools are aged between 4 and 14 years. The mission of RESD schools is to provide a
relevant and rigorous education in an inclusive and culturally relevant environment to prepare all
students for personal and professional success. The vision of RESD schools is to create options
and excellence in education to empower all students to reach their full potential (Roadrunner
Elementary School District, 2022). The district believes that all children have the right to a
quality education and that open and honest communication builds trusting relationships among
all members of the community (Roadrunner Elementary School District, 2022). In the 22 schools
that make up the RESD, approximately 1,457 of the 14,089 students enrolled for the 2018–2019
school year were classified as EL students (California School Dashboard, 2019). Each school is
responsible for appointing an English Language Advisory Committee (ELAC) chair. Along with
the school administration, the ELAC chair is responsible for planning and facilitating the
monthly ELAC meetings. Additionally, each school in the RESD also employs a community and
family ambassador. The community and family ambassador and the ELAC chair together reach
out to EL students’ parents and attempt to engage them in parent-engagement activities and
meetings. School team members persistently pursue parents of EL students in an effort to
increase parent involvement and overall engagement in the school processes.
14
Organizational Performance Status
The organizational performance problem addressed in this study is the RESD schools’
ineffectiveness in creating opportunities and a fostering culture in schools to encourage the
interaction and engagement of EL students’ parents. In the 2021–2022 school year, on average,
three parents attended an ELAC meeting. The attendees constitute about 14% of EL students’
parents at any school. It is crucial that RESD optimizes its efforts in order to successfully fulfill
its mission of providing options and excellence for all students and their families and to
effectively and equitably create meaningful and effective opportunities for all parents; including
EL students’ parents, to engage in their students’ schools and support their students’ academic
experiences.
Stakeholder Groups
The three stakeholder groups that can contribute to the organization’s goal are teachers,
site administrators, and parents. Teachers can contribute to the goal of increasing and
maintaining parent engagement among parents of EL students by establishing positive and
trusting relationships among them, encouraging and inviting their students’ parents to attend
school events and meetings, and establishing a collaborative cycle of attendance and engagement
through family engagement functions and meetings in schools.
School administrators can contribute to increasing and maintaining parent engagement
among EL students’ parents by making intentional and conscious efforts to develop meaningful
and trusting relationships with parents. They can achieve this by evaluating the school
procedures, protocols, and culture. School administrators must observe and reflect on
engagement strategies that have been implemented in the past, how school personnel engage and
interact with EL students’ parents, and areas in which the school can improve its efforts and
15
processes to treat and serve parents as well as the overall access to engagement for EL students’
parents.
Parents of EL students are the third stakeholder group that can significantly contribute to
the creation of better opportunities and venues for themselves to engage with their student’s
schools and support their student throughout their educational experience. This study recruited
parents of EL students from UTK to 8th grade from RESD schools. As this study sought to
identify the barriers that parents of EL students encounter in efforts to engage in parent-
involvement activities and programs, interviewing these parents regarding their experiences in
engaging in their child’s academic experiences would provide insight as to the experience that
such parents are having. Additionally, parents' participation in this study would ultimately lead to
actionable data that could potentially assist RESD in mitigating the barriers that EL students’
parents identify and will lead to increasing parent involvement in activities and programs at
schools throughout the district. This study will ultimately benefit EL students by improving the
level of support from the greatest proponents of their academic success, their parents. Parents of
EL students will be able to more comfortably and equitably access parent-involvement activities
and programs, which will ultimately contribute to the lived experiences of EL students and their
overall academic achievement.
Stakeholders’ Performance Goals
The mission of the RESD is to provide relevant, high-quality education in an inclusive
and culturally respectful environment, preparing all students for personal and professional
success.
16
Organizational Performance Goal
The RESD’s organizational performance goal for the 2024–2025 school year is to have a
minimum of 70% of parents of EL students engaged and actively involved in the ELAC and
school site council (SSC) meetings at each individual school and in the DELAC. The
achievement of RESD’s goal will be measured by the result of EL students’ parents’ engagement
in each school in the school district leading up to June 2025. The stakeholder goals are listed in
Table 1.

Table 1
Organizational Stakeholders’ Goals
School Principals Teachers Parents of EL Students
By August of 2023, school
principals will develop a timeline
to reach out to, recruit, and invite
at least 17 parents of EL students
to their schools to attend SSC,
ELAC, and other school-parent
meetings that contribute to their
students’ academic experience.
By October of 2023,
teachers at the parent–
teacher conferences will
recruit 1–3 parents of EL
students to attend ELAC,
SSC, and other school-
parent meetings.
By May 2024, a minimum
of 70% of the parents of
EL students at each school
will participate and fully
engage in the school and
SSC, ELAC, and other
school-parent meetings.

Stakeholder Group for the Study
Although engaging all of RESD’s stakeholders would contribute to the overall success of
the district’s goal to establish open and honest communication with all members of the
community and increase parent involvement in parent-engagement activities and programs to
ultimately provide options and excellence in education, empowering all students to reach their
full potential (roadrunner.org, 2022), it is essential to identify the barriers that parents of EL
students face in attempting to engage in parent-involvement activities and programs at their
17
child’s schools. Without the district intentionally mitigating such identified barriers, the efforts of
the school district personnel to engage EL students’ parents as well as the efforts made by
families to engage will not be successful. Therefore, the stakeholder group that this study will
focus on is the parents of EL students. The RESD’s goal is to mitigate the barriers that parents
identify as the most prominent in hindering their engagement in parent-involvement activities
and programs and to increase parent participation in ELAC meetings by 25% in the 2024–2025
school year. Parent-involvement activities include back-to-school nights, parent–teacher
conferences, and family nights, and parent programs include ELAC meetings, SSC meetings,
DELAC meetings, and the district superintendent’s advisory council meetings.
Purpose of the Project and Questions
The purpose of this project is to conduct a gap analysis to examine the root causes of the
organizational problem described above: the ineffective engagement of parents of EL students in
RESD schools. The analysis focuses on the causes of this problem as an outcome of the gaps in
the knowledge and skills, motivation, and organizational resources of staff to grant parents
access to the information they need in order to engage and immerse themselves in their
children’s educational journey. The analysis begins by generating a list of possible or assumed
influences that are examined systematically in this study to focus on actual or validated causes.
The following are the guiding questions used in this study:
1. What are the knowledge, motivational, and organizational influences for parents of
EL students that may be interfering with their ability to fully and successfully engage
with the school system?
2. What knowledge, motivational, and organizational solutions can be derived from
parent feedback to improve their engagement with the school system?
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Conceptual and Methodological Framework
Clark and Estes’ (2008) gap analysis is a research approach that helps identify
organizational goals and diagnose the human causes behind performance gaps. This systematic
and analytical method is implemented in this study as the conceptual framework. The
methodological framework is a qualitative case study with descriptive statistics. Knowledge,
motivational, and organizational influences are influences that interfere with organizational goal
achievement, and they are identified from personal knowledge and the literature reviewed in
Chapter 2. These influences are assessed using interviews and document analysis. Finally,
research-based solutions are evaluated and recommended in a comprehensive manner.
Definitions
Linguistic minority: students belonging to households where a language other than English is
spoken
English-language student: a student who is not yet proficient in the English language; also
referred to as an EL learner in the school system
Reclassified English-language learner: a student who has mastered the English language with
proficiency; also referred to as an RFEP student in the school system
Parent engagement: when parents and school staff effectively work together to collaborate,
support, and improve the overall academic and socio-emotional learning and
development of students
Local Control and Accountability Plan: a tool used by California School districts to set goals,
plan actions, and leverage resources to meet the set goals and improve student outcomes;
every school district is required to develop and implement this three-year plan. It is also
referred to as the LCAP in the school system.
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Organization of the Project
This study is organized into five chapters. This chapter described the key concepts and
terms commonly used in discussions related to EL students’ parents’ involvement. It also
outlined the RESD’s mission, goals, and stakeholders relevant to this study as well as some
initial concepts of the gap analysis. Chapter 2 will provide a review of the existing literature that
is relevant to this area of study. A history of EL students will be provided, and the significance of
parent involvement in student achievement will be outlined. Moreover, a history of school
governance and budget as they relate to EL students in California will be presented. Chapter 3
will present the assumed barriers that contribute to the underrepresentation of EL students’
parents and their involvement in schools, the methodology related to parent involvement, and
data collection. In Chapter 4, the data and the findings will be assessed and analyzed. Chapter 5
will provide solutions based on the data and the literature for closing the perceived gaps as well
as some recommendations for an implementation and evaluation plan to resolve the issue of lack
of EL students’ parents’ involvement in schools.
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Chapter Two: Literature Review
In the last 35 years, the population of EL students enrolled in United States schools has
more than doubled. Yet, student achievement data demonstrates that the achievement gap has
remained the same (Rumberger et al., 2015). According to the California Department of
Education, 1.128 million EL students were estimated to have enrolled in California public
schools during the 2021-2022 school year. Still, EL students are faced with enduring educational
experiences that are limited in terms of access to qualified teachers and adequate resources.
Additionally, EL students are forced to navigate the school system without the full support of
their parents, as the parents too face barriers that limit their access and ability to fully engage in
the school system to support their students. The first section of Chapter 2 will focus on the
history of EL students, the policies and practices that have historically been implemented to
engage parents in governance and policy decision-making in schools, and the significance of
parent engagement in students’ overall academic experience. Barriers that continue to affect
parent engagement and the effective ways to improve EL students’ parents’ involvement in
supporting EL students will be explored.
The second part of the literature review will focus on the application of Clark and Estes’
(2008) gap analysis framework to support the examination of some of the possible knowledge,
motivational, and organizational influences that presumably affect the engagement of EL parents
in schools in the United States and the overall educational experience of EL students.
Influences on the Problem of Practice
EL students
EL students are defined as students who are working to become proficient in speaking,
listening, writing, and reading the English language. Approximately 18% of the students enrolled
21
in California schools are identified as EL students (Porras, 2019). This translates to about 3.8
million EL students, who make up a substantial portion of the overall student population enrolled
in public schools in the United States (Porras, 2019). Although data demonstrates that EL
students are able to achieve academic progress, these students are often exposed to
discrimination and other culture-related stressors, which they must overcome in order to fully
succeed (Vera et al., 2017). The experience of EL students in the school system is one that
warrants special consideration, as it very often has distinct needs.
Importance of Parent Engagement
Before students enter the public school system, their first teachers in life are most often
their parents. The importance of the parents’ role in ensuring their child’s academic success
continues throughout the rest of the child’s academic experience. Parent engagement is essential
to ensuring that every student enrolled in a public school has access to a rigorous, meaningful,
and positive academic experience (Porras, 2019). Scholars suggest that including parents as key
stakeholders in school governance and decision-making can lead to the adoption of policies that
better serve the needs of historically underserved students (Porras, 2019). Parent engagement is
crucial in the process of disrupting educational injustices and inadequate educational
experiences, as parents are able to shun historical practices and policies in schools that may
inadequately serve their children. Therefore, parent involvement is encouraged, as it is
considered a pathway to increasing academic achievement among underserved students (Nokali
et al., 2010). Furthermore, as teachers and parents work together to address undesirable
behaviors at school, successful parent engagement can lead to positive socio-emotional
development in students (Nokali et al., 2010). A study found that increased parent involvement
22
led to an increase in students’ social skills and a decrease in behavioral issues (Nokali et al.,
2010).
Title I Mandate for Parent Engagement
The need for successful parent engagement is not only a best practice but it is also a legal
requirement under the Title I mandate. Title I federal funding mandates provide resources for
schools that serve historically underserved subgroups, such as EL students, in order to increase
student achievement in these populations.
Since the colonial period, students’ academic learning has been determined by a certain
version of examination, and historically, only students from the upper class have successfully
gained access to advanced education (Groen, 2012). Since the late 1900s, schools have evolved
from being locally funded and selective institutions to being state-funded public bodies (Groen,
2012). During this time, social efficiency advocates stressed that tax-supported public schools
needed to focus on preparing students for life and not for college (Groen, 2012). This led to track
systems and vocational programs emerging in comprehensive high schools, and aptitude and
intelligence tests were given in elementary schools to determine the track that a student was on
(Groen, 2012). The risk of inequity for an underserved portion of the student population was not
fully recognized yet.
Title I at 50: A Retrospective
In 1965, Title I of the Elementary and Secondary Education Act (ESEA) centered
educational equity as a federal priority by providing financial assistance to local education
agencies (LEAs) serving financially disadvantaged students (Boyle & Lee, 2016). Within a few
years, Title I funding was providing assistance to 9 billion students; currently, Title I supports
nearly 21 million students (Boyle & Lee, 2016). From the beginning, Title I funding was
23
committed to improving the educational experience of disadvantaged students in order to remedy
the effects of poverty and provide historically disadvantaged students with access to more
equitable opportunities at par with their affluent peers (Boyle & Lee, 2016). Although the
structure of Title I funding has evolved according to policy and education reform, its goal of
improving the educational opportunities and outcomes of disadvantaged students has remained
the same (Boyle & Lee, 2016). In 2001, No Child Left Behind implemented a standards-based
accountability requirement that considered adequate yearly progress (AYP) to monitor goals for
student achievement in disaggregated subgroups, including EL students (Boyle & Lee, 2016).
Initially, law-makers defined poverty concentrations broadly; thus; Title I funding was granted to
most districts, as they were able to qualify. However, congress has added additional funding
sources to provide additional financial assistance to LEAs that are serving an increased
enrollment of students who are financially disadvantaged (Boyle & Lee, 2016).
Often, the population of students who are financially disadvantaged also happens to be
EL students. To better address the needs of this student population, Title I places a greater onus
on parent involvement. Title I, Part A, requires local school districts to develop a parent and
family engagement policy. This policy must include efforts to develop and sustain school-level
parent involvement policies and programs, including support for EL students.
Parent Involvement in the DELAC
Parental involvement for EL students should not be limited to just schools. Parental
involvement at the district level is essential, as it lets parents engage in budget decisions that
directly affect their students’ access to academic resources and their overall educational
experiences. In California, the Local Control and Accountability Plan (LCAP) requires that
parents of historically underserved students, such as EL students, be involved in school district
24
budget decisions (Porras, 2019). Thus, with intentional training, parents of EL students can begin
to successfully hold school district board members and superintendents accountable for the
learning outcomes of their students (Porras, 2019).
In California, any district that has a minimum of 51 enrolled EL students is required to
establish a DELAC (Porras, 2019). DELACs are comprised of parents of EL students. These
spaces are essential to the provision of support and creation of opportunities for parents of EL
students, as they allow the parents to inquire about various aspects of their student’s educational
experience and also lets them voice concerns related to policies, practices, and their student’s
overall academic experience in school. Research suggests that injustices often occur when
subgroups cannot contribute to the decision-making process and when groups of individuals are
unable to assess how policies serve their interests (Fung, 2006). Thus, the involvement of EL
students’ parents in DELAC meetings is essential in mitigating the historical unfair treatment
meted out to EL students in United States schools, as it gives them the power to evaluate the
ways in which district budgets, practices, and overall educational service will ultimately serve or
underserve their interest group, EL students.
Significance of Parent Engagement in Student Achievement
Research suggests that there is a significant correlation between parent engagement and
student academic and socio-emotional achievement. Parental involvement is considered a
contributing factor to a student’s academic success (Carreon et al., 2005). Scholars suggest that
including parents as key stakeholders in school governance and decision-making can lead to the
adoption of policies that better serve the needs of historically underserved students (Porras,
2019). Furthermore, parent engagement is crucial in the process of disrupting educational
injustices and inadequate educational experiences, as parents are able to shun historical practices
25
and policies in schools that continue to inadequately serve their students. Students from homes
with higher parental involvement show increased achievement in reading and math and are more
socially competent in schools, thus demonstrating a higher level of academic achievement (Lui et
al., 2019).
Another critical impact of increased parent engagement is a positive improvement in how
students engage with the school system and act as primary drivers of their own academic
success. Research shows that parent involvement is positively linked to increased school
attendance, increased positive outlook on school, higher intrinsic motivation, and higher self-
efficacy in completing the assigned schoolwork (Lui et al., 2019). Increased parental
involvement also correlates to improved academic outcomes, demonstrated by better grades,
reading achievement, positive outlook on participating in school, lower dropout rates, and
decreased suspension rates (Christenson et al., 1997). Thus, there is a correlation between
parents’ high expectations of their students and students’ academic achievement (Christenson et
al., 1997).
Finally, data suggests that schools can support student achievement by assessing the
needs of parents and the support resources they require to effectively create a learning
environment in their homes to further aids their student’s academic progress (Christenson et al.,
1997).
Barriers to Parent Engagement
It is clear that effective engagement of EL students’ parents is imperative in the process of
disrupting school practices, procedures, and policies that continue to underserve EL students.
However, there are potential barriers that contribute to the inability of parents of EL students to
26
engage with schools and become more involved in the educational experiences of their students
(Vera et al., 2017).
Historically, EL students often have parents with lower formal educational experiences,
which may manifest as various barriers to becoming more involved in their student’s academic
experiences (Vera et al., 2017). For one, parents of EL students may feel as though they are being
judged by teachers and school personnel because of an inaccurately perceived role in supporting
their students, thus further decreasing engagement in the school settings (Hill & Torres,
2010). Generally, parents of EL students tend to hold a high degree of respect for teachers and
respect their roles in educating their students. For this reason, even when parents feel
disrespected or when they disagree with teachers’ perspectives, they are reluctant to fully express
themselves to the teachers (Hill & Torres, 2010).
Additionally, parents of EL students often have very limited knowledge of their rights as
parents and the access that they have to advocating for their students (Hill & Torres, 2010). Even
when parents are aware of their rights, their inability to adequately understand and communicate
with school personnel creates a barrier that limits parent engagement (Quezada et al., 2003). The
inability to engage in spoken and written communication in a parent’s native language
contributes to their diminished perception of their failure to have school personnel listen to them
and support their needs (Quezada et al., 2003). Other identified barriers that limit parent
engagement include a lack of knowledge and awareness of school structures, demanding jobs, a
lack of transportation and childcare, and previous negative interactions with and condescending
treatment from school personnel (Quezada et al., 2003).
27
Conceptual Framework
Clark and Estes’ (2008) gap analysis framework is used in this study, as it is fit to
examine the stakeholders’ performance in RESD schools. The problem-solving process is based
on understanding the perspectives and goals of parents of EL students and the organizational goal
of increasing parental engagement within schools, identifying assumed performance influences
related to knowledge, motivation, and organization based on general theory, context-specific
literature, and an existing understanding of the RESD.
In this study, Clark and Estes’ (2008) framework will be adapted to conduct needs
analysis for examining RESD schools’ goals and practices as they relate to parent engagement.
The gap analysis framework will help structure the examination of parent engagement and its
critical role in supporting the academic and socio-emotional success of EL students.
Stakeholder Knowledge, Motivational, and Organizational Influences
Knowledge Influences
Rueda (2011) stated that it is important to ask what one needs to know in order to achieve
their goals. Asking this question highlights the issue of knowledge as a direct barrier to
stakeholder engagement (Rueda, 2011). Research suggests that injustices occur when subgroups
cannot assess policies and contribute to the decision-making process (Fung, 2006). Using
Anderson and Krathwohl’s (2002) taxonomy, the assumed influences being explored are
organized through the lens of parent engagement as the following knowledge types: conceptual,
procedural, and metacognitive. Factual knowledge refers to knowledge that is basic to specific
disciplines, contexts, or domains that one must know or be familiar with in order to solve a
problem in a given area (Rueda, 2011). Conceptual knowledge refers to the interrelationships
among the basic elements within a larger structure that enable the elements to function together
28
in an effort to work collaboratively toward a common goal (Anderson & Krathwohl, 2011).
Procedural knowledge refers to knowing how to do something; it often takes the form of a series
of steps to be taken and explains the sequence of steps in a process (Anderson & Krathwohl,
2011; Rueda, 2011). Metacognitive knowledge is self-awareness of cognition and particular
cognitive processes; this type of knowledge is what helps one have clarity on when and why it is
important to do something (Anderson & Krathwohl; Clark & Estes, 2008; Rueda, 2011).
Exploring these knowledge types is essential for mitigating parent engagement.
Conceptual Knowledge. In the state of California, the LCAP requires that school
districts include parents of historically underserved students in the decision-making of school
budgets; thus, with intentional training by schools in the RESD, parents should begin holding
schools and the RESD accountable for the educational experience and learning outcomes of EL
students in the district (Porras, 2019). Parents of EL students need to understand the critical role
they play in disrupting inadequate education practices and policies and the influence they can
exercise to change such practices and policies through their active involvement with schools
(Christenson et al., 1997; Porras, 2019). Parents who know that they have rights as parents and
who have clarity on the process of the implementation of practices and policies and the overall
structure of the school system have the power to enact the change needed to help boost their EL
students’ educational experience.
Procedural Knowledge. Parents of EL students in the RESD need to be knowledgeable
about whom to contact if they have questions or need access to resources in order to attend
school meetings (Hill et al., 2010; Quezada et al., 2003). In order for EL parents to successfully
engage in school meetings and immerse themselves in the school system, they must also have
29
access to information in their native language and support from personnel who are respectful and
willing to meet their specific needs (Krathwohl & Anderson, 2010; Hill et al., 2010).
Metacognitive Knowledge. Often, parents feel judged by teachers and office personnel,
resulting in their disengagement in school settings (Hill et al., 2010). It is crucial for parents of
EL students not to feel judged in order to ensure that they can openly reflect on their role in the
school system and engage with teachers and staff in schools for the common goal of improving
their students’ educational experience (Hill et al., 2010; Krathwohl & Anderson, 2010). If
parents of EL students know why it is crucial for them to engage in school meetings to examine
policies, they can potentially exercise their rights as parents and share their views openly to
influence the adoption of better-suited practices and policies that will create more equitable
educational experiences for their students. In doing so, parents of EL students will understand
what they need to know in order to engage with school staff effectively.
Table 2 shows the stakeholder’s influences and the related literature.

30
Table 2
Summary of Assumed Knowledge Influences on Stakeholders’ Ability to Achieve the Performance
Goal
Knowledge Assumed Knowledge Influence Research Literature
Procedural
Parents of EL students need to be key
stakeholders with effective training on how to
engage in ELAC, school council, and other
school meetings, to improve their student’s
educational experiences.
Vera et al., 2017
Anderson and Krathwohl,
2011
Rueda, 2011
Procedural
Parents of EL students need to know whom to
contact if they have questions or need
resources to engage in school meetings and
activities.
Hill et al., 2010
Quezada et al., 2003
Anderson and Krathwohl,
2011
Rueda, 2011
Procedural
Parents of EL students need to have access to
school communication and service that is in
their native language.
Krathwohl, 2010
Hill, et al., 2010
Anderson and Krathwohl,
2011
Rueda, 2011
Conceptual
Parents of EL students need to understand the
criticality of their role in improving the
educational practices in their schools and the
district.
Anderson and Krathwohl,
2011
Porras, 2019
Christenson et al., 1997
Meta-
Cognitive
Parents of EL students need to openly reflect
on their role in the school system and engage
with teachers and staff in schools.
Krathwohl, 2010
Hill et al., 2010
Anderson and Krathwohl 2011
Clark and Estes, 2008
Rueda, 2011

Motivational Influences
Motivation is defined as the process by which goal-directed activities are instigated and
sustained (Rueda, 2011). Clark and Estes (2008) suggested that motivation is when one makes
the choice to do what is required to work toward attaining a goal. The gap analysis model
describes the following motivation types: value, self-efficacy, and mood. Value plays an
31
important role in the influence of motivation, as it defines the level of importance that a person
holds for an action or idea. For example, motivation, learning, and performance can be enhanced
if an individual values a specific task (Clark & Estes, 2008). Self-efficacy refers to Bandura’s
notion that individuals possess a self-system (1986) that enables them to exercise a measure of
control over their thoughts, feelings, and actions (Pajares, 2006). Furthermore, how an individual
interprets how they performed leads to their own beliefs about their own abilities and it
contributes to their future performances (Pajares, 2006). If an individual is confident in their
abilities to perform a task, they are more than likely to succeed; however, if an individual has not
developed the belief that they can succeed, it will misguide their performance. Finally, mood
refers to a person’s feelings with regard to a particular action or idea.
It is important for parents of EL students to want to apply their knowledge and exercise
their rights as parents in order to enact the change necessary for schools in the RESD to begin
serving EL students equitably. The foundation for their motivation is what will define the degree
to which parents participate in school meetings and advocate for their student’s educational
outcomes.
Value. Whether intrinsic, extrinsic, or attainment value, parents of EL students need to
have clarity on the value that their involvement in supporting the academic growth of their
students has on them and they must also actively engage in holding their students to high
expectations (Christenson et al., 1997; Lui et al., 2019; Nokali et al., 2010). It is critical that
parents of students in RESD schools develop a sense of value in their involvement and
contribution to the overall academic achievement of their students. If value is developed, then
parents will be more inclined to actively participate in school meetings.
32
Self-efficacy. Parents of EL students need to be confident in their ability to engage with
their child’s school and collaborate with school stakeholders without feeling as though they are
interfering with the work of professionals (Hill et al., 2010; Vera et al., 2017). If parents develop
self-efficacy, it will lead to their ability to actively seek to collaborate, question, and advocate for
the necessary elements that need to change in order to optimize their student’s educational
experience.
Mood. Parents of EL students need to feel valued, supported, and heard by school
stakeholders in order for them to successfully develop a sense of belonging and become active
parents in their student’s school (Fung, 2006). If parents have a positive outlook on the value of
their participation in school meetings and school activities, then they will be more likely to
engage with schools (Christenson et al., 1997).
Table 3 shows the stakeholders’ influences and the related literature.
33
Table 3
Summary of Assumed Motivation Influences on Stakeholder’s Ability to Achieve the Performance
Goal
Motivation Assumed Motivation Influences Research Literature
Value
Parents of EL students need to understand the
value that their involvement in supporting the
academic growth of their EL students has and
actively engage in having high expectations
for their students.
Christenson et al., 1997
Clark and Estes, 2008
Lui et al., 2019
Nokali et al., 2010
Self-
Efficacy
Parents of EL students need to be confident in
effectively having conversations with their
student’s school personnel.
Bandura, 1986
Hill et al., 2010
Vera et al., 2017
Pajaras, 1996
Self-
Efficacy
Parents of EL students need to feel confident
in their ability to share their perspective on
any school issue impacting their student’s
educational experience.
Bandura, 1986
Porras, 2019
Fung, 2006
Pajaras, 1996
Mood
Parents of EL students need to have a positive
outlook on the value of their participation in
school meetings and activities to support their
student's academic success.
Christenson et al., 1997
Fung, 2006
Mood
Parents of EL students need to feel valued,
supported, and heard in order to develop a
sense of belonging and become active parents
within their student’s schools.
Christenson et al., 1997
Fung, 2006

Organizational Influences
Resources. Resources are tangible supplies and equipment that an organization needs to
provide for its stakeholders to effectively move toward achieving the collective goal (Clark &
Estes, 2008). Parents of EL students need to have access to several different resources in order to
effectively and routinely engage with schools. Parents of EL students need to have access to
translation in their native language in order to interact within schools in their native language in
34
both written and spoken languages (Quezada et al., 2003). It is critical for RESD schools to
ensure that schools in the district are providing parents of EL students access to the necessary
resources that they need in order to be able to engage with a school. Only then can parents fully
engage in the process of centering their voices to dismantle the educational injustices and unfair
treatment meted out to their students (Porras, 2019).
Policies, Processes, and Procedures. Organizations reach their goals by having a system
of interacting processes that require specialized knowledge, skills, and motivation (Clark &
Estes, 2008). Furthermore, it is essential for the policies and procedures implemented to be
aligned with the organization’s goals (Clark & Estes, 2008). The stakeholders, equipment,
materials, and all the processes in RESD schools have to interconnect and align with the goals of
the district in order to effectively engage parents and eventually produce the organization’s
desired outcomes (Clark & Estes, 2008). If the stakeholders of the RESD, who have adequate
knowledge, skills, and motivation, do not also have efficient work policies and procedures, they
will not succeed in closing the performance gaps and the achieving overall school district goals
(Clark & Estes, 2008).
Cultural Setting. A cultural setting is the process by which two or more individuals
come together to accomplish a task (Gallimore & Goldenberg, 2001; Clark & Estes, 2008;
Schein, 2004). It encompasses the “who,” “what,” “when,” “where,” “why,” and the way the
routines take place in a space (Rueda, 2011). It exists within the setting that it resides in
(Gallimore & Goldberg, 2001). Cultural settings can be anything from homework time to a
collaborative conversation or even a school meeting. Related to this study and the stakeholders in
focus, the cultural setting is the school front office, meeting spaces, and overall school setting
through which parents of EL students engage in school functions. In order to ensure that RESD
35
schools establish cultural settings that are conducive to facilitating parent engagement in schools,
parents need to engage with school offices and other spaces that feel safe and friendly
(Christenson et al., 1997). If parents cannot engage in collaborative conversations with staff and
express themselves, they are less likely to engage with the school settings (Hill et al., 2011). It is
also important for parents to develop a sense of trust and belonging in the schools in order to
increase parent engagement. A lack of positive interactions with school personnel and good
customer service also hinders parents' engagement with schools (Quezada et al. 2003). To
address this issue, RESD schools need to consider Fullan’s idea of reculturation. Reculturation is
defined as a way to change the norms, behaviors, language, expectations, and overall interactions
among those who work in schools (Fullan, 2000).
Cultural Model. The cultural models are the shared understanding of what is normal in
how the world in the organization functions (Rueda, 2011). Cultural models help understand the
invisible aspects of school organizational settings (Rueda, 2011). Both Rueda (2011) and
Gallimore and Goldberg (2001) posited that cultural models help define what is customary and
normalized within an organization. Parents of EL students enrolled in RESD schools need to
have clarity on how RESD schools function, what parent engagement looks like, and the level of
access that they have to engage in the school culture. If parents know that the schools are making
efforts to increase parent engagement, they will be more inclined to participate and attend school
meetings and functions.
Table 4 shows the stakeholders’ influences and the related literature.

36
Table 4
Summary of Assumed Organizational Influences on Stakeholders’ Ability to Achieve the
Performance Goal
Organization Assumed Organizational Influences Research Literature
Resources
Parents of EL students need to have access to
translation in order to effectively engage with
schools both in spoken and written
communication in their native language.
Quezada et al., 2003
Porras, 2019
Clark and Estes, 2008
Resources
Parents of EL students need to be key
stakeholders with training in how to be effective
participants in SSC, ELAC, DELAC, and other
school meetings in order to be able to advocate
for their student’s educational experience.
Boyle & Lee, 2016
Porras, 2019
Clark and Estes, 2008
Policies,
Processes, and
Procedures
Parents of EL students need to have access to
participatory policymaking to ensure that they
are able to exercise their voice, hold the school
stakeholder groups accountable, and influence
the school budget decisions to better serve them
and their students.
Boyle & Lee, 2016
Porras, 2019
Cultural Setting
Parents of EL students need to have access to an
environment that feels safe and friendly in order
to actively engage in school meetings, activities,
and processes.
Fung, 2006
Fullan, 2000
Hill et al., 2011
Christenson et al., 1997
Quezada et al., 2003
Rueda, 2011
Cultural Model
Parents of EL students need to have clarity on the
culture of fostering parent engagement that exists
in RESD schools.
Fung, 2006
Fullan, 2000
Hill et al., 2011
Christenson et al., 1997
Quezada et al., 2003
Rueda, 2011

This chapter focused on reviewing the knowledge, motivational, and organizational
influences in the literature related to parent engagement in schools. Chapter 3 will describe the
methodology used in the study. It will also present a detailed overview of the process of
37
collecting data, examining the data related to the assumed influences, and recruiting
stakeholders.
38
Chapter Three: Methodology
Purpose of the Research Study and Research Questions
This study aimed to conduct a gap analysis to examine the root causes of the
organizational issue of ineffective engagement of parents of EL students in RESD schools. The
analysis focused on this problem as an outcome of the gaps in the knowledge and skills,
motivation, and organizational resources available to parents of EL students. Parents of students
enrolled in RESD schools do not have access to the information necessary to engage and
immerse themselves in their children’s educational journeys. The knowledge gained from this
study will provide some actionable feedback that, if implemented, will assist the RESD in
successfully engaging parents of EL students. The analysis began by generating a list of possible
or assumed influences that were examined systematically to focus on actual or validated causes.
The following questions guided this study:
1. What are the knowledge, motivational, and organizational influences on parents of EL
students that may be interfering with their ability to fully and successfully engage
with the school system?
2. What knowledge, motivational, and organizational solutions can be derived from
parent feedback to improve their engagement with the school system?
Conceptual and Methodological Framework
This study used Clark and Estes’ (2008) gap analysis, which is a research approach that
helps identify organizational goals and diagnose the human causes behind performance gaps.
This systematic and analytical method was implemented as the conceptual framework. The
methodological framework constituted a qualitative case study. Knowledge, motivational, and
organizational influences are the factors that interfere with organizational goal achievement, and
39
they were identified based on personal knowledge and the literature reviewed in Chapter 2.
These influences were assessed using interviews and document analysis. Research-based
solutions were evaluated and recommended in a comprehensive manner.
Using Clark and Estes’ (2008) gap analysis and evaluation model, the study explored the
RESD’s organizational goals and evaluated the current and desired performance of RESD school
practices. Figure 1 below details the gap analysis framework as an evaluation model.

Figure 1
Gap analysis process (Clark & Estes, 2008)

Assessment of Performance Influences
The purpose of the Gap Analysis was to guide the exploration of the knowledge,
motivation, and organizational (KMO) elements that interacted within the practices in RESD
schools and ultimately to affect the desired organizational goals. KMO elements identified in a
gap analysis serve as direct barriers to stakeholder engagement to fulfilling organizational goals.
40
Understanding these elements and how they interfered with fulfillment of the goals provides the
framework for selecting and designing solutions that drives the study. The knowledge (K)
element was divided into procedural, conceptual, and metacognitive knowledge influences,
relating to the stakeholder’s implicit and explicit understanding of the organization being
evaluated. The motivation (M) element was divided into value, self-efficacy, and mood
influences, relating to the stakeholder’s beliefs and feelings that drive positive engagement with
the organization. Lastly, the organizational (O) element was divided into resources, policies,
practices, and procedures, cultural setting, and cultural model influences, relating to the
characteristics and environment that define how the organization operates. Specifically, these
underlying KMO influences on parents of English Learners were assessed to explore any
possible interference that may impact the goal of seeking to achieve better engagement from
these stakeholders, in order to ensure optimal learning outcomes for their students. Interviews
and reference documents were evaluated for each KMO influence, specifically as they related to
possible interference with the organizational goal. Finally, the findings were used to explore
possible solutions to any interference in order to promote the achievement of an environment
conducive to parent engagement.
Knowledge Assessment
Knowledge served as a direct barrier to stakeholder engagement (Rueda, 2011). Thus,
understanding the knowledge influences and the barriers they may pose was critical to
uncovering solutions to achieve the organizational goal of improving parent engagement. This
study focused on evaluating parent engagement through the lens of three knowledge types:
procedural, conceptual, and meta-cognitive.
41
Procedural Knowledge
Procedural knowledge referred to the sequence of steps of how to do something
(Anderson and Krathwohl, 2011; Rueda, 2011). Parents of English learners were interviewed to
gauge their knowledge of how to effectively engage in ELAC and other school meetings, and
their knowledge of who to contact when questions arise. School policies and procedural
documents were evaluated for their efficacy in supporting parent training for optimal
engagement and effective communication routes.
Conceptual Knowledge
Conceptual knowledge referred to the interrelationship of elements within a larger
organization and how they function collaboratively to attain common goals (Anderson and
Krathwohl, 2011). Parents of English learners were interviewed to assess their understanding of
the criticality they play in improving educational practices. Support documents, if available,
were assessed for the degree to which they supported parent understanding of their roles.
Metacognitive Knowledge
Metacognitive knowledge referred to self-awareness of cognitive processes, driving an
understanding of when and why it is important to do something (Anderson & Krathwohl; Clark
& Estes, 2008; Rueda, 2011). Parents of EL students were interviewed to assess the degree to
which they self-reflect on the role(s) they play in ensuring optimal educational outcomes for their
students.

42
Table 5
Assessment of Knowledge Influences
Knowledge
Assumed Knowledge
Influences
Interview Items Document Analysis
Procedural
Parents of EL students need
to be a key stakeholder that
is effectively trained on
how to engage in ELAC,
school council, and other
school meetings, to improve
their students’ educational
experiences.
Have you received special
training on how to effectively
engage in school meetings?
Have you been explained
how each school meeting
contributes to your student’s
educational experience?
Evidence of school
policies and procedures
pertaining to parent
engagement in LCAP
Evidence of school
training literature for
parent engagement in
LCAP
Procedural
Parents of EL students need
to know the process of
whom to contact if they
have questions or need
resources to engage in
school meetings and
activities.
Who is the primary contact
for information on school
meetings and activities?
If the primary contact is
unavailable, what resources
are available regarding
school engagement?
Evidence of school
policies and procedures
pertaining to parent
engagement in LCAP
Evidence of school
training literature for
parent engagement in
LCAP
Procedural
Parents of EL students need
to have access to school
communication and services
in their native language.
Does the school provide
information in your native
language?
Is the school able to provide
support in your native
language if any questions
arise?
LCAP plans on how
schools will
communicate with
parents
Conceptual
Parents of EL students need
to understand the criticality
of their role in improving
the educational practices in
their schools and the
district.
Describe the role you play in
improving educational
practices.
How do you feel your role
compares to that of other
stakeholders (i.e., teachers,
administrators, etc.)?
Alignment between
LCAP and SPSAs
regarding parent
training and support
Meta-
cognitive
Parents of EL students need
to openly reflect on their
role in the school system
and engage with teachers
and staff in schools.
How often do you reflect on
the role you play in your
student’s educational
outcomes?
How often do you engage
with teachers and school staff
regarding your student’s
educational outcomes?
Alignment between
LCAP and SPSAs
regarding parent
training and support

43
Motivation Assessment
Motivation was what allowed one to do what was required to attain a goal (Clark &
Estes, 2008). Even if the knowledge influences did not have much impact on attaining an
organizational goal, any solutions or research tools that were employed were only as effective as
the stakeholders enforced them to be. Thus, it was imperative to evaluate the motivational
influences that may have interfered with the stakeholders’ ability to work toward addressing
organizational goals. In this study, motivational influences appeared to determine the degree to
which EL students’ parents (stakeholders) would continue working toward the goal of optimal
engagement in schools that contributed to their child’s positive educational experiences. This
study focused on evaluating the influence of three motivation types: value, self-efficacy, and
mood.
Value
Value defined the level of importance that an individual placed on an action or idea
(Clark and Estes, 2008). Parents of English learners were interviewed to assess the value they
placed on their own involvement in supporting their student’s academic growth.
Self-Efficacy
Self-efficacy referred to an individual’s assessment of their own performance and
abilities, and how this assessment contributed to their future performance (Pajares, 2006).
Parents of English learners were interviewed to assess their confidence in having conversations
with school personnel and in raising issues regarding their student’s educational experience.
Parent conference notes or transcripts (if available) were evaluated to corroborate or challenge
the parent’s testimony regarding self-efficacy.
44
Mood
Mood referred to a person’s sense of feeling toward an action or idea. Parents of English
learners were interviewed to assess their feelings regarding the value they place on school
participation and if they feel supported by their school site. School literature that promoted
parent engagement (if available) was evaluated to support or challenge the parent’s testimony
regarding mood toward participation.

45
Table 6
Assessment Motivational Influences
Motivation Assumed Motivational Influence Interview Item
Document
Analysis
Value
Parents of EL students need to
understand the value that their
involvement in supporting the
academic growth of their EL
students has and actively engage
in having high expectations for
their students.
How do you value
your involvement in your
student’s academic growth?
What are your expectations in
terms of your student’s
educational goals?
Alignment
between LCAP
and SPSAs
regarding parent
training and
support
Self-
Efficacy
Parents of EL students need to be
confident in effectively having
conversations with their students’
school personnel.
Do you feel confident in
conversations you have with
the school personnel?
Describe in detail a
conversation you had with the
school personnel that resulted
in you receiving access to
what you needed.
LCAP plans for
how school needs
to engage parents
Self-
Efficacy
Parents of EL students need to
feel confident in their ability to
share their perspectives on any
school issue impacting their
students’ educational experience.
Do you feel confident sharing
your thoughts on school issues
that impact your student’s
educational experience?
Describe your experience
during a time you raised an
issue concerning your child’s
academic performance or
school experience.
LCAP plans for
how school needs
to engage parents
Mood
Parents of EL students need to
have a positive outlook on the
value of their participation in
school meetings and activities to
support their students’ academic
success.
How do you feel about
participating in school
meetings and activities?
What can the school do to
improve your feelings
regarding participation in
school meetings and
activities?
None
Mood
Parents of EL students need to
feel valued, supported, and heard
in order to develop a sense of
belonging and become active
parents in their students’ schools.
Do you feel valued and
supported by your student’s
school?
What can the school or district
do to make you feel more
valued and supported?
LCAP and SPSA

46
Organization Assessment
Organizational influence referred to the characteristics that are meant to provide a
framework for attaining the organizational goal. The previously described knowledge and
motivational influences allowed the parent stakeholders to be successful in enacting and
continuing to work toward achieving optimal engagement to promote ideal educational outcomes
for their students. However, the organizational influences defined whether or not an ideal
foundation exists for this goal to be met. This study focused on evaluating four organizational
influences: resources, policies, processes, and procedures, cultural settings, and cultural models.
Resources
Resources were tangible materials that an organization needed to provide to its
stakeholders in order to effectively move toward achieving a collective goal (Clark and Estes,
2008). Parents of English learners were interviewed to assess their access to services in their
native language and training in how to effectively engage in school meetings. School policies
and procedure documents were evaluated to corroborate or challenge the parent’s testimony.
Policies, Processes, and Procedures
An organization’s policies, processes, and procedures needed to be designed and
implemented in a way that aligned with its organizational goals (Clark & Estes, 2008). Schools
and school districts should have policies and procedures that promote parent engagement in
order to facilitate a positive educational experience for all students. Parents of EL learners were
interviewed to assess their access to participating in educational policymaking. Documents on
school policies and procedures were evaluated to corroborate or challenge the parents’
testimonies.
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Cultural Setting
Cultural setting referred to the process by which individuals came together to accomplish
a task (Clark & Estes, 2008; Gallimore & Goldenberg, 2001; Schein, 2004). Specifically, it
pertained to the environments in which parents of EL learners engaged in school functions.
Parents of EL learners were interviewed to assess their feelings regarding the school
environment. Pictures and first-hand visual examination of posters and visual aids in these
environments were evaluated to support or challenge the parents’ testimonies.
Cultural Model
The cultural model referred to the shared understanding of what was considered normal
in the environment in which an organization functions (Rueda, 2011). Specifically, it referred to
the clarity parents of EL learners have about how things are meant to function in the school
environment. Parents of EL learners were interviewed to assess their feelings regarding their
school’s attitudes toward parent engagement. School policies and publications were evaluated to
support or challenge the parents’ testimonies.
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Table 7
Assessment Organizational Influences
Organization
Assumed Organizational
Influence
Interview Item
Document
Analysis
Resources
Parents of EL students need to
have access to translation in
order to be able to effectively
engage with schools both in
spoken and written
communication in their native
language.
Do you have access to
documents and services in
your native language?
School policies and
procedures; LCAP
(evaluate for
language)
LCAP and parent
communication
(language)
Resources
Parents of EL students need to
be key stakeholders who are
trained in how to be effective
participants in SSC, ELAC,
DELAC, and other school
meetings in order to be able to
advocate for their students’
educational experience.
Does the school provide
special training on how to
effectively participate in
school meetings?
What resources can the
school provide to improve
your ability to advocate for
your student’s educational
experience?
Alignment between
LCAP and SPSAs
regarding parent
training and
support
Policies,
Processes, and
Procedures
Parents of EL students need to
have access to participatory
policymaking to ensure that they
are able to exercise their voice,
hold school stakeholder groups
accountable, and influence
schools’ budget decisions to
better serve them and their
students.
Do you know that there is a
law that requires your
child’s school or district to
engage you in
policymaking and budget
decisions?
Have you ever been
involved in changing or
contributing to policy?
Alignment between
LCAP and SPSAs
regarding parent
training and
support
Cultural
Setting
Parents of EL students need to
have access to an environment
that feels safe and friendly in
order to actively engage in
school meetings, activities, and
processes.
Describe the environment
of your school.
How would you rate the
school in terms of safety
and friendliness on a scale
of 1–5, with 5 being very
safe and friendly and 1
being not?
LCAP and SPSA
Cultural
Model
Parents of EL students need to
have clarity on the culture of
fostering parent engagement that
exists in RESD schools.
Describe your school’s
attitude toward parent
engagement.
LCAP and SPSA

49
Participating Stakeholders and Sample Selection
The stakeholders in focus in this study were parents of EL learners at UTK-8th grade
schools in the RESD. The following organizational goal pertained to this stakeholder group: By
June 2025, 70% of the parents of EL learners in RESD schools will engage in parent-
involvement activities and programs. Parents of EL learners constituted the focus stakeholder
group because, without gaining clarity on what the experiences and needs of these parents are,
the RESD cannot begin to enact the necessary changes to foster parent engagement in schools
and to ensure that the organizational goal is achieved.
Sampling
The sampling strategy used for this study was maximum variation sampling. This
included purposefully picking a wide range of interviewers and cases or experiences in order to
have a variation on the dimensions of interest (Merriam & Tisdell, 2016). In this study, there was
a focus on recruiting parents from different elementary and middle schools in the RESD. The
investigator intentionally focused on sampling parents of EL learners, as they held the most
valuable knowledge pertaining to the barriers to knowledge, motivational, and organizational
goals that have historically hindered their ability to engage with schools. The goal of focusing on
this stakeholder group was to gain knowledge in order to solve the problem of limited parent
involvement in RESD schools that continues to negatively impact the academic achievement of
EL learners (Merriam & Tisdell, 2016).
Recruitment
For this study, the investigator attempted to recruit 10–12 parents of EL learners. School
administrators shared the purpose of this study with their ELAC parent groups and circulated
sign-up sheets for parents interested in contributing to the study. Consenting parents received a
50
phone call, followed by an email from the investigator inviting each of them to be interviewed.
The call allowed the investigator to determine if the participant was a current parent of an EL
learner in UTK-8th grade in the RESD. The interested participants then received an email with
the contact information for the interview. The email introduced the investigator, provided some
background to the study, and gave an overview of the purpose of the study. The email
communication also included a statement informing potential participants that participation in
the study was voluntary and that confidentiality would be maintained throughout their
participation. Participants were informed of the amount of time that was to be allocated for their
interviews and the location where the interviews would be conducted. A link was also provided
with slotted time windows on a calendar so that the participants were aware of the date and time
for their interviews.
Instrumentation
The instrumentation used for this study included interviews and document analysis. In
order to promote the validity and reliability of the results, the investigator incorporated
respondent validation, peer review or examination, and maximum variation. Respondent
validation allowed the investigator to take tentative interpretations and findings back to the
participating stakeholders and verified their credibility (Merriam & Tisdell, 2016). Furthermore,
peer review and examination allowed the investigator to also discuss with colleagues the process
of the study, data collected, and tentative findings (Merriam & Tisdell, 2016). As mentioned
previously, maximum variation ensured that there was diversity in the contributions from the
participants, as the participants were able to contribute their lived experiences at varying UTK-
8th grade schools in the RESD.
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Interview Protocol Design
The interview protocol design used for this study followed a semi-structured format. The
wording of the questions was semi-structured, and the questions were used flexibly, which
allowed every interview to be conducted precisely while permitting each participant to contribute
their unique experiences (Merriam & Tisdell, 2016). Additionally, this format allowed the
investigator to freely respond to each interview situation individually (Merriam & Tisdell, 2016).
The interview questions in this study all related to the knowledge, motivational, and
organizational influences aligned with the Clark and Estes gap analysis model (Anderson &
Krathwohl; Clark and Estes, 2008; Rueda, 2011). The interview protocol is detailed in
Appendices A and B (Spanish).
Document Analysis
Document analysis was also used to examine and evaluate documents and other salient
artifacts in RESD schools that may have also impacted parent engagement (Lochmiller & Lester,
2017). During the document and artifact collection process, the investigator had to determine the
authenticity and accuracy of the documents by determining when and who authored the
document under assessment and whether or not the document is used within the organization
(Merriam & Tisdell, 2016). Once the documents were collected, they were cataloged to ensure
that the investigator had easy access to them. Document analysis was important because the data
furnished descriptive information, helped verify emerging hypotheses, and tracked any changes
or developments in the organization as they related to the focus of the study (Merriam & Tisdell,
2016). The documents included in the document analysis included RESD’s LCAP and
participating schools’ SPSAs. Each of the documents included in the document analysis related
to the knowledge, motivational, and organizational influences aligned with them (Anderson &
52
Krathwohl; Clark & Estes, 2008; Rueda, 2011). The document analysis protocol is detailed in
Appendix C.
Data Collection
Following the University of Southern California Institutional Review Board’s (IRB)
approval, participants were solicited by email. Email communication included an overview of the
purpose of the study and detailed information about what their participation in the study
included. The participants were provided with an informed consent form, Appendix D or E
(Spanish).
Interviews
Once the informed consent forms were received by the investigator, parents of EL
learners who agreed to participate in the study were sent a link to a calendar with scheduled dates
and time slots for their interview. Interviews were conducted in person in RESD schools. If
required, COVID-19 protocols were followed, as per site rules. Each interview engaged
participants for approximately 60 minutes. Interview audio was recorded if participants gave
permission for the investigator to record it. Before interviews began, participants were informed
of the purpose of the study and reminded that their participation was voluntary. Participants were
informed a second time that confidentiality would continue to be maintained. The interviewer
also took notes during the interview process.
Document Analysis
The investigator engaged in collecting relevant documents pertaining to the knowledge,
motivational, and organizational influences related to parent engagement in RESD schools. The
documents gathered included RESD’s LCAP as well as SPSAs from the five schools
53
participating in this study. The investigator of this study works in RESD and has access to
various documentation required for the purpose of this study.
Data Analysis
Qualitative research entailed understanding how people interpreted their experiences,
how they constructed their worlds, and the meaning that they attributed to their experiences
(Merriam & Tisdell, 2016). This qualitative study sought to contribute to optimizing the lived
experience of both EL learners and their parents by uncovering the knowledge, motivational, and
organizational influences impacting parent engagement, which is considered to improve student
outcomes. This study included stakeholder interviews and document analysis.
To analyze the interview data, the recordings and transcriptions of the interviews were
interpreted and the common patterns in influences that arose pertaining to the knowledge,
motivational, and organizational influences of each participant were retrieved. Interview data
was classified and coded by organizational categories related to each influence (Maxwell, 2013;
Merriam & Tisdell 2016).
The documents collected and evaluated included various parent meeting agendas, written
communication with the stakeholder group, and both school- and district-level parent
engagement plans in the RESD. Such documents were evaluated to retrieve common patterns in
influences that emerged pertaining to knowledge, motivational, and organizational influences
and were classified and coded by themes related to each of the influences (Merriam & Tisdell,
2016).
Trustworthiness of the Data
To maintain the credibility and trustworthiness of this study, it was conducted rigorously
and ethically (Merriam & Tisdell, 2016). The data was carefully collected, analyzed, and
54
interpreted to ensure that the voices of the participants were precisely captured and presented
(Merriam & Tisdell, 2016). Triangulation allowed the investigator to maintain credibility, as
what was captured during interviews could also be cross-examined with what was observed in
documents at schools in the RESD (Merriam & Tisdell, 2016). Keeping their positionality in
mind, the investigator practiced adequate engagement in data collection to ensure that they
closely sought to understand the participants as they related to the focus of the study: parent
engagement (Merriam & Tisdell, 2016).
Role of the Investigator
The investigator in this study was an assistant principal within the Roadrunner
Elementary School District. The investigator had not met or did not know the participants that
were engaged in this study. The investigator identified and reached out to the samples for the
study, identified relevant documents to be analyzed, collected informed consent forms, and
conducted the interviews of the stakeholders who participated. The investigator served as the
main contact and primary organizer, and ensured that each participant understood the purpose of
the study and that their participation was voluntary. It was also essential that the investigator
centered the voices of the participants and precisely presented their shared experiences. As a
school site administrator who was an English language learner born to Spanish-speaking
immigrant parents, the investigator had a positionality and intersectionality that directly
correlated with the experiences and perspectives of the participants in this study. Lastly, the
investigator ensured that participant confidentiality was maintained throughout the study and
data was secured.
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Limitations and Delimitations
The limitations of this study were that the sample size was relatively small, and that the
investigator’s positionality and intersectionality may have interfered with the interpretation of
the study's data. Due to the inability to conduct a longer-phased study, the sample group had to
be limited to one stakeholder group, the parents of English learners. Having a small sample size
could have impacted the reliability and validity of the data results. Additionally, the primary
investigator of this study was currently an assistant principal at an elementary school within the
Roadrunner Elementary School district. Keeping this in mind, it was important to consider the
biases present during the process of interpreting the results.
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Chapter Four: Results and Findings
This study focused on evaluating the root causes of the organizational problem of
ineffective engagement of parents of EL students in RESD schools. This chapter presents the
findings of this study. Through the application of Clark and Estes’ gap analysis framework, the
results of the study are organized by knowledge, motivational, and organizational influences in
relation to the stakeholder group that participated in the study. Interviews were the primary means
of collecting qualitative data pertaining to the needs and assets associated with the engagement
experiences and overall perspective of the parents of EL students. Additionally, a document
analysis was conducted in order to further explore the organization’s evidence and needs pertaining
to effectively engaging parents of EL students in the organization.
Participating Stakeholders
In order to validate the assumed causes, the stakeholder group that the study focused on
was the parents of EL students in UTK-8th grade. The parents were selected from the five RESD
schools showing the highest percentage of EL students. There were a total of 16 participants in
this study—all female (mothers). Every participant was a parent of at least one EL student at one
of the five identified schools in the RESD. Every participant contacted the principal researcher
with an interest in being interviewed after receiving preliminary information about the study.
Prior to conducting the interview, each participant was given further details about the study and
asked if they consented to continue with the interview process. All 16 participants agreed to fully
understand the details and intention of the study and provided their full consent.
Determination of Assets and Needs
The primary source of data for this study was the qualitative data points collected through
one-on-one interviews. The interview data was triangulated via a document analysis of the
57
district’s LCAP and schools’ SPSAs. The assessment of these documents, contextualized through
the interview responses, allowed the researcher to determine the focus and relevance of parent
engagement from a district-to-school perspective. Saturation was to be based on the availability
of participants, with a goal of having at least 15 representing three participants per school (five
schools). Fortunately, 16 parents agreed to participate, meeting the determined level of
saturation. Interview data was determined to be an asset or a need based on the level of
agreement among the participants, with a target of two-thirds (~66%) generally indicating
agreement worthy of being deemed an asset. This assessment was contextualized by specific
responses provided by the participants, further confirming items as assets or potential needs for
clarity or improvement, and it further corroborated by document analysis for similarity with
language in the district’s LCAP and schools’ SPSAs.
Emerging Themes
Throughout the interview process and while interpreting the data, several themes
emerged. From the parent perspective, the themes that emerged were a lack of awareness of the
access and influence that parents of EL students have in influencing school- and district-level
decisions, a lack of clarity on the chain of command and personnel assigned to individual tasks
and service branches, and a need to have access to information and resources in one’s native
language. Additionally, the motivation to have students engage in ongoing education paths and
eventually attend college and study even further was evident in the interviewees’ perspectives.
The themes that arose regarding organizational resources were the importance of
providing excellent customer service and access to ongoing support throughout the school
system, a lack of clarity in identifying the personnel responsible for various community member
58
supports, and parental concerns regarding school safety and friendliness. These emerging themes
are explored below.
Results and Findings for Knowledge Causes
Interview questions were designed to provide context on how knowledge influences may
be affecting parent engagement. The questions were arranged as paired questions to specifically
address one of the knowledge influences described below. Responses to these categories were
evaluated based on the level of participant agreement in order to determine whether they
represented an asset or a need. They were recorded as both fractional and percent agreement.
Asset or need determination was contextualized using specific responses that may have
suggested further indication of needs. For example, a high diversity in responses, while not
necessarily suggesting negative parent engagement, did suggest a need for clarity and better
communication. Observations were made on each set of participant responses to determine the
potential causes for each influence. Finally, the influences were cross-evaluated with the
document analysis of the district’s LCAP for further determination of asset or need designation.
Procedural Knowledge
Influence 1. Parents of EL students need to be key stakeholders with effective training in
how to engage in ELAC, school council, and other school meetings to improve their students’
educational experiences.
Interview Findings. Of the 16 participants, five (31%) reported receiving training and
eight (50%) were aware of how school meetings contribute to their students’ educational
experience. In other words, fewer than one-third of the participants reported having received
training and only half of the participants were aware of how school meetings contribute to their
students’ educational experience. Participant #5 stated, “No, I have never received training on
59
how to participate effectively in school meetings. Participant #6 said, “I am told about meetings,
not necessarily getting training.”
Document Analysis. The LCAP details the implementation of both a DELAC that met
five times in a school year as well school-level ELACs. The LCAP describes that the Local
Educational Agency (LEA) representative at DELAC meetings provides an overview of the
LCAP and its process. The LCAP goal also states that the representative must be available to
answer any questions and address concerns. Additionally, the LCAP also mentions the
implementation of an ELAC formed at each school, which provides detailed information
regarding school plans and the district LCAP. According to Action 4.3 of the RESD LCAP,
“districts will assist sites in implementing parent support and training programs and opportunities
for both virtual and face-to-face environments that increase parent capacity to assist students in
academic achievement and social development.” Finally, the LCAP also encompasses a family
and community engagement goal that talks about building positive partnerships with families and
the community.
Summary. The low percentage of parents who received training or instruction points to a
need for greater awareness and more training opportunities. The lack of knowledge of how to
effectively engage with the school system creates a foundational failure point in ensuring the
overall educational access of EL students. Evaluating the LCAP, it is evident that the LEA is
focused on creating opportunities for parents to receive training and knowledge on how to
engage in district and school meetings in order to positively impact their students’ academic
experiences. Thus, there is a clear need for the district and schools to better implement the
actions of the LCAP goals and better inform parents about their role in the school system.
60
Influence 2. Parents of EL students need to know whom to contact if they have questions
or need resources to engage in school meetings and activities.
Interview Findings. Participants responded with six different answers to who the primary
point of contact was. Eight different answers were given for the secondary point of contact. The
most frequent response for the primary contact was the “front office,” with other responses
including the “family ambassador” and the Parent Square app, with four individuals simply
stating that they did not know. Participant #1 stated, “The person that I contact for more
information is the Family Ambassador.” Participant #3 said, “I usually go through the app or call
the front office if I have any questions.” The variability in responses evidences the lack of clarity
in who the official points of contact are for parent engagement.
Document Analysis. The LCAP contains a goal regarding Safe and Supportive
Environments for all, including students, staff, and community members. Considering the Family
and Community Engagement goal as well as the Safe and Supportive Environments goal, there is
a need for schools to align their practices with the LCAP in order to provide clear and concise
procedural information to all stakeholders and to better serve parents of EL students. Each
school’s SPSA Goal 3 also aligned with the LCAP and placed an emphasis on creating safe and
supportive learning environments for all stakeholders, including families.
Summary. There is a clear lack of consistency regarding whom parents recognize as their
primary and secondary points of contact for participating in school meetings and activities. This
highlights a significant knowledge gap and a potential cause for poor communication between
parents and their respective schools.
Influence 3. Parents of EL students need to have access to school communication and
services that are in their native language.
61
Interview Findings. Of the 16 participants, 15 (~94%) were fully aware of information
and support being available in their native language, with only one participant stating that both
information and support were “sometimes” available. Hence, almost all participants were aware
of their access to information and support in their native language.
Document Analysis. The LCAP Action 4.4 states that all schools in the RESD will be
supported in providing translation services for all parents and stakeholders whose first language
is not English. Additionally, the LCAP states that schools will have access to translation services
in order to better assist families. Every school SPSA also emphasizes the provision of a
welcoming, caring, safe, equitable, and efficient climate that is supportive of Goal 3.
Summary. This influence is an asset, with 94% of the participants being aware of their
access to information and support in their native language. The schools’ service in the area of
providing translation services for all written and spoken communication to parents who do not
speak English is aligned with the LCAP.
Conceptual Knowledge
Influence 1. Parents of EL students need to understand the criticality of their role in
improving educational practices in their schools and the district.
Interview Findings. Of the 16 participants, seven (44%) stated that they did not know
their role in improving educational practices or that they had no role in it. Only six (38%) viewed
their role as equally or more important than that of other stakeholders. About 44% of the
participants did not demonstrate an understanding of the criticality of their role in improving
educational practices. The 56% that did understand the criticality of their role gave responses that
suggested passive interaction, with the majority indicating that their primary role was to “attend
meetings.” Participant #3 shared, “I don’t feel like I play any part in improving educational
62
practices, which is why I decided to join PTO, so I can stay informed.” This indication of
insufficient engagement is supported by only about 38% viewing their role as equally or more
important than that of other stakeholders, such as teachers and administrators.
Document Analysis. The LCAP Goal 4 Action 6 states that in an effort to provide
information to families of EL students on opportunities, the district will provide increased
opportunities for staff to engage families and to secure increased parent knowledge through such
information session opportunities. Additionally, every school’s SPSA addressed a focus on
parent involvement under Goal 4 Family and Community Engagement.
Summary. This data suggests that the participants viewed their role as primarily that of
spectators who were only able to inquire about or potentially provide suggestions regarding their
child’s educational experience. This perception is supported by even fewer individuals viewing
their role as equally important to that of other stakeholders. One participant claimed to have “no
role” in improving educational practices, with their role being “less important” than that of other
stakeholders. Such a response highlights a significant problem area and a definite need for
improvement.
Metacognitive Knowledge
Influence 1. Parents of EL students need to openly reflect on their role in the school
system and engage with teachers and staff in schools.
Interview Findings. A little over half of the participants (nine out of 16) reported always
reflecting on their role in the school system. The other half either stated that they did “not know”
or did not reflect. Only about 31% reported often or always engaging with teachers regarding
their student’s educational outcomes, with the remainder admitting to “limited” engagement.
63
Document Analysis. Both the district LCAP and school SPSAs indicate that Goal 4
Family and Community Engagement will focus on building positive partnerships with
stakeholders by increasing participation and active involvement both at the school and the
district level.
Summary. This influence reveals a need for improvement, as only about half of the
participants admitted to reflecting on their engagement, and only a little over half of them
engaged with the school system. Schools need to align their efforts with the district LCAP and
focus on providing more opportunities for parents to learn how to engage in school and district
meetings and events.
Results and Findings for Motivational Causes
The interview questions were designed to provide context on how motivational
influences may be affecting parent engagement. The questions were arranged as paired questions
to specifically address one of the motivational influences described below. The responses were
evaluated based on the level of participant agreement to determine whether the influence
represented an asset or a need and recorded both fractional and percent agreement. Asset or need
determination was contextualized by specific responses that may have suggested further
indications of needs. For example, a high diversity in responses, while not necessarily suggesting
negative parent engagement, did suggest a need for clarity and better communication.
Observations were made on each set of participant responses to determine the potential causes
for each influence. Finally, influences were cross-evaluated using document analysis of the
district LCAP for further determination of asset or need designation.
64
Value
Influence 1. Parents of EL students need to understand the value that their involvement
in supporting the academic growth of their EL students has and actively engage in having high
expectations for their students.
Interview Findings. Of the 16 participants, 14 (88%) reported that they valued their
involvement in their student’s academic growth, with the remaining two stating that they
“somewhat” valued their involvement. All parents shared some level of expectations for their
student’s academic growth. Participant #6 stated, “I highly valued my involvement in my kid’s
academic growth, and I want all my kids to think critically, work with others, and solve
problems.” Participant #4 shared, “I highly value my participation, especially when I see my
child passing classes and grasping the understanding of what it means to study. I want my child
to grow academically.” Virtually all participants valued their involvement in their student’s
academic growth. Only 6 of the 16 participants (38%) specifically mentioned continued or higher
education as part of their student’s educational goals, with other participants simply expecting
the students to show “grade-level” performance or “learn what is required”; however, the extent
of these expectations probably depends on the parent’s own educational level. Thus, all the
responses concerning educational expectations were received positively, as an asset toward
parent engagement.
Document Analysis. Goal 3 of the LCAP states that stakeholders will have access to safe
and supportive environments to engage in. Additionally, Goal 4 of the LCAP indicates that
parents’ participation and active involvement in school and district events will be a focus area.
School SPSAs are aligned with LCAP Goals 3 and 4.
65
Summary. The majority of the participants valued their involvement in their student’s
academic growth, and all of them responded with an educational goal. This congruity in response
demonstrates the positive motivational value toward parental engagement in their student’s
educational experience as an asset.
Self-Efficacy
Influence 1. Parents of EL students need to be confident in having effective
conversations with their student’s school personnel.
Interview Findings. Of the 16 participants, 14 (88%) reported that they felt confident in
engaging in conversations with the school personnel. Of these 14 participants, 11 reported
positive experiences and two reported negative ones. The remaining three participants did not
have any specific experiences to share, with two of those participants not feeling confident to
engage with the school personnel. Testimonials regarding school engagement to address needs
supported the high percentage of parents feeling confident to engage. One participant described
being confused about a particular school activity and mentioned that a staff member was
successful in clarifying their understanding. Another participant contacted the school regarding
their child’s academic regression due to illness; the school was supportive of the parents’ and
child’s needs. The two participants who reported a negative experience were vague in their
description, simply stating that they “reached out and the school was not supportive.”
Specifically, Participant #14 stated, “I did not receive the support from the school staff that I
reached out to.”
Document Analysis. No document analysis was conducted for this influence.
Summary. The high level of confidence in having conversations with the school
personnel is an asset for positive parent engagement. Even in the two instances where a negative
66
experience was reported, it is important to recognize that the parents felt confident enough to
attempt a resolution with the school.
Influence 2. Parents of EL students need to feel confident in their ability to share their
perspective on any school issue impacting their student’s educational experience.
Interview Findings. Of the 16 participants, 12 (75%) reported feeling confident in
sharing their thoughts on school issues impacting their student’s educational experience. All of
these participants described an experience in which they raised an issue with the school
personnel. The remaining five participants did not have an experience to share, with four of them
reporting a lack of confidence in sharing their thoughts. The majority of the participants (75%)
reported feeling confident to share their thoughts on school issues. Five participants described
negative experiences; Participant #2 claimed that they did not feel supported, as they requested
an Individualized Educational Plan (IEP) and was informed that their child did not need one.
Participant #6 stated that they had repeatedly requested test scores and had still not received
them at the time the interview was conducted. As a positive example, Participant #3 stated, “I
absolutely feel confident in sharing my thoughts on school issues that impact my child. On one
occasion, I raised a concern as to whether my child had a learning disability and the school was
able to provide me with the support needed to assess my child.”
Document Analysis. Goal 3 of the LCAP mentions that stakeholders will have access to
safe and supportive environments to engage in. Additionally, Goal 4 of the LCAP indicates that
participation and active involvement in school and district events will be a focus area. School
SPSAs are aligned with LCAP Goals 3 and 4.
Summary. Similar to the previous influence evaluation, it is a motivational asset that the
majority of the participants feel confident engaging with the school personnel. Even in
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experiences where the participant reported not feeling supported, their confidence and decision
to engage with the school suggest that self-efficacy is not a likely barrier to positive parent
engagement.
Mood
Influence 1. Parents of EL students need to have a positive outlook on the value of their
participation in school meetings and activities to support their student’s academic success.
Interview Findings. Of the 16 participants, 10 (62.5%) reported feeling positive about
their participation in school meetings and activities. Of the remaining, four gave a neutral
response and two expressed negative feelings. Responses were varied with regard to what
schools may do to improve feelings about participation. More than half of the participants
(62.5%) reported feeling positive about their participation, which is just below the target criterion
for identifying an asset. The majority of the responses on how to improve feelings about
participation reflected a desire to be more engaged while requesting better communication and
cooperation from the school personnel.
Document Analysis. No document analysis was conducted for this influence.
Summary. Just under two-thirds of the participants reported positive feelings about
participating in school meetings and activities. All participant responses highlighted a desire to
be engaged, provided that the school personnel improve their communication and cooperation
with parents. This is a need, as it does not meet the two-thirds criterion for asset consideration.
Influence 2. Parents of EL students need to feel valued, supported, and heard in order to
develop a sense of belonging and become active parents in their student’s school.
Interview Findings. Only six of the 16 participants (38%) reported that they felt valued
by their student’s school, and an additional four participants reported feeling “somewhat” valued.
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All the participants described ways for schools and the district to make parents feel more valued,
but about half of these responses were somewhat vague (i.e. “listen to parents”). Participant #1
stated, “The school site should reach out to parents directly when sharing information, instead of
sending general communication and calls.” Participant #4 mentioned, “The school should train
personnel to be able to offer more support.” The majority of the participants did not report
feeling fully valued by their student’s school. Not all responses on how to improve these feelings
provided actionable ideas. The responses that were more specific indicated poor communication
and a lack of consideration for parent feedback, which is in alignment with the previous
motivational influence evaluation.
Document Analysis. Goal 3 of the LCAP details that stakeholders will have access to
safe and supportive environments to engage in. Additionally, Goal 4 of the LCAP indicates that
parents’ participation and active involvement in school and district events will be a focus area.
School SPSA documents indicated under Goal 3 that stakeholders will have access to safe and
supportive environments. Additionally, under Goal 4, SPSA documentation for every school
indicated that positive partnerships with stakeholders will be a focus in order to increase parent
participation and active involvement.
Summary. Responses on how to improve feelings of value aligned with responses to the
previous motivational influence evaluation. Only about 38% reported feeling truly valued by
their student’s school, with another 25% feeling “somewhat” valued, bringing the overall total to
just under two-thirds of the participants feeling valued. Similar to the previous influence
evaluation, ideas for improvement highlight a request for better school communication and
cooperation with or recognition of parents. Schools need to align their implemented action to the
goals under the LCAP to ensure that parents feel that they have access to supportive and safe
69
environments in which they can positively collaborate with the school system. Of the
motivational influences evaluated, mood is the only one to present as a need for improving
parent engagement. Thus, there is a need for specific actionable feedback, better communication
with parents, and better acknowledgment when feedback is provided to the school.
Results and Findings for Organizational Causes
The interview questions were designed to provide context on how organizational
influences may be affecting parent engagement. The questions were arranged as individual or
paired questions to specifically address one of the organizational influences described below. The
responses were evaluated based on the level of participant agreement to determine whether an
influence represented an asset or a need and recorded both fractional and percent agreement.
Asset or need determination was contextualized by specific responses that may have suggested
further indications of needs. For example, a high diversity in responses, while not necessarily
suggesting negative parent engagement, did suggest a need for clarity and better communication.
Observations were made on each set of participant responses to determine potential causes for
each influence. Finally, influences were cross-evaluated using document analysis of the district
LCAP for further determination of asset or need designation.
Resources
Influence 1. Parents of EL students need to have access to translation in order to
effectively engage with schools in both spoken and written communication in their native
language.
Interview Findings. Nearly all the participants (15 out of 16) reported that they had
access to documents and services in their native language. Participant #1 shared, “Yes, I am
given written documents and communication in Spanish.”
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Document Analysis. The district LCAP Action 4.4 details that all schools in the RESD
will be supported in providing translation services for all parents and stakeholders whose first
language is not English. Additionally, the LCAP states that schools will have access to
translation services in order to better assist families. Every school SPSA emphasized the focus on
providing a welcoming, caring, safe, equitable, and efficient climate that is supportive of Goal 3.
Summary. Parents of EL students have access to documents and services in their native
language. This is an asset, as all but one participant reported that they had access to
documentation and communication in their native language.
Influence 2. Parents of EL students need to be key stakeholders who are trained in how
to be effective participants in SSC, ELAC, DELAC, and other school meetings in order to be
able to advocate for their student’s educational experience.
Interview Findings. Of the 16 participants, six (38%) reported that their school offers
special training on how to effectively participate in school meetings. Nearly all the participants
(14 out of 16) responded with resources that the school can provide to improve parent
engagement. Only about 38% reported that their student’s school offers special training on how
to effectively engage in school meetings. These responses align with responses on the first
knowledge influence evaluation, where only 31% of the participants reported receiving training
on how to effectively participate in school meetings. The responses on resources that the school
can provide to improve parent involvement focused on improving parental knowledge and
involvement. Participant #7 stated, “The school should provide a more general understanding of
Title I funds to us.” Participant #12 said, “The school should hire personnel that are fully trained
in supporting parents.”
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Document Analysis. The LCAP Goal 4 Action 6 states that in an effort to provide
information to families of EL students on opportunities, the district will provide increased
opportunities for staff to engage families and to secure increased parent knowledge through such
information-provision sessions. Additionally, every school SPSA had a focus on parent
involvement under Goal 4 Family and Community Engagement.
Summary. Although parents of EL students reported having access to documents and
services in their native language, the materials may not necessarily cover training on how to
effectively engage in school meetings. Only 38% reported having access to school training on
how to effectively participate in school meetings and several participants reported the need for
more training. These responses reflect parents’ desire to seek out opportunities to be better
informed and trained on how to effectively engage in school processes despite not having access
to these opportunities currently. This influence reflects a need, as 71.4% of the participants
provided feedback on how the school should improve in order to better address parental needs.
Policies, Processes, and Procedures
Influence 1. Parents of EL students need access to participatory policymaking in order to
ensure that they are able to exercise their voice, hold the school stakeholder groups accountable,
and help influence the school budget decisions for serving them and their students better.
Interview Findings. Just under half of the participants (seven out of 16) reported that
they were aware of a law that requires their student’s school to engage parents in policymaking.
Only three of the 16 participants (19%) reported to have participated in policymaking. Only
4%Participant #3 stated, “No, I did not know that there was a law, but I would love to be
informed.” Interestingly, Participant #4 shared, “Yes, but they don’t take our opinions into
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consideration and those types of meetings are conducted in English on purpose, so that there is
no participation from us.”
Document Analysis. The LCAP states that schools have created SSCs and ELACs
through both of which parents have opportunities to learn about their engagement in meetings,
school SPSAs, and the district LCAP. Additionally, the LCAP indicates that there is a DELAC, a
DBAC, and the Superintendent’s Advisory Council (SAC) in addition to various family nights
and LCAP advisory sessions. Additionally, Goal 4 of every school SPSA included a focus on the
ELAC, the SSC, and family nights.
Summary. This influence represents a need, as the findings present a point of failure and
indicate the necessity for improvement in terms of parental involvement in policymaking. Fewer
than half of the participants were aware of the law requiring schools to include parents and fewer
than half of those who were aware had contributed to the policy.
Cultural Setting
Influence 1. Parents of EL students need to have access to an environment that feels safe
and friendly in order to actively participate in school meetings, activities, and processes.
Interview Findings. Of the 16 participants, only four (25%) gave a truly positive
response regarding their student’s school environment, with another three participants sharing a
somewhat positive description. On a 1–5 rating of school safety and friendliness, the average
score was 3.1, with only four participants giving a rating of 4 or more. Quantitatively, the
participants rated their student’s school as average in terms of safety and friendliness, with an
average score of 3.1. This presents less positively when evaluating participant descriptions of
their student’s school. Only 25% gave truly positive descriptions, with another 19% only raising
the overall consensus to a total 44% positive evaluation. Five participants specifically described
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a need for improved safety, and one participant claimed to have “nothing positive” to say about
their student’s school. Participant #4 shared, “The school environment has had many crises due
to administrative changes and little interest. Participant #14 stated, “The school environment is
somewhat unorganized.”
Document Analysis. Goal 3 of the LCAP details that stakeholders will have access to
safe and supportive environments to engage in. Additionally, Goal 4 of the LCAP indicates that
participation and active involvement in school and district events will be a focus area. School
SPSA documents indicated under Goal 3 that stakeholders will have access to safe and
supportive environments. Additionally, under Goal 4, SPSA documentation for every site
indicated that positive partnerships with stakeholders will be a focus in order to increase parent
participation and active involvement. An emphasis was discussed under each school’s SPSA
Goal 4 on ELAC, SSC, and family nights as opportunities to engage the school community.
Summary. Fewer than 50% of the participants had a positive perspective of their
student’s school environment and scored these schools an average 3.1 in safety and friendliness.
This average-to-low perception of schools, specifically in terms of safety and personnel
friendliness, highlights a need for improvement in these areas. Schools need to align their service
procedures to their SPSA and LCAP goals in order to positively impact parents’ perception of
school attitudes toward their engagement. These findings present a need for improvement.
Cultural Model
Influence 1. Parents of EL students need to have clarity on how the culture is modeled to
foster parent engagement in RESD schools. The role of the researcher in evaluating this
influence is to examine how the participants perceive the culture presented at each respective
school and where they fit within that model.
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Interview Findings. Only five out of the 16 participants (31%) reported a truly positive
attitude toward their student’s school in terms of parent engagement, with another two
participants providing a somewhat positive response. Including the two somewhat positive
responses, fewer than 50% of the participants described their student’s school as having a
positive attitude toward parent engagement. One participant described the school’s attitude as
“bad; does not allow for parents to participate and does not listen to parent comments.” Two
participants specifically called out ineffective leadership; another two described a lack of
friendliness and respect from the office personnel. Participant #4 stated, “Some parents like to
participate, but the front office is not friendly. They cut parents off and are sometimes offensive.”
Document Analysis. Goal 3 of the LCAP details that stakeholders will have access to
safe and supportive environments to engage in. Additionally, Goal``` 4 of the LCAP indicates
that parents’ participation and active involvement in school and district events will be a focus
area. School SPSA documents indicated under Goal 3 that stakeholders will have access to safe
and supportive environments. Additionally, under Goal 4, SPSA documentation for every school
indicated that positive partnerships with stakeholders will be a focus in order to increase parent
participation and active involvement. An emphasis was discussed in each site’s SPSA Goal 4 on
the ELAC, the SSC, and family nights as opportunities to engage the school community.
Summary. Over half of the participants described their student’s schools as having a bad
attitude toward parent engagement. These negatives highlight ineffective personnel support as
the leading cause of a poor attitude toward parent engagement. Schools need to align their
service procedures with their SPSA and LCAP goals in order to positively impact parents’
perception of school attitudes toward their engagement. These findings present a need, as only
five out of the 16 participants reported a truly positive attitude toward the school.
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Summary of Validated Influences
Tables 7, 8, and 9 show the knowledge, motivational, and organizational influences,
respectively, in this study and their determination as an asset or a need.
Knowledge
Table 8
Knowledge Assets or Needs as Determined by the Data
Assumed Knowledge Influence Asset or Need
Procedural
Parents of EL students need to be key stakeholders with
effective training on how to engage in ELAC, school council,
and other school meetings, to improve their student’s
educational experiences.

Need
Parents of EL students need to know whom to contact if they
have questions or need resources to participate in school
meetings and activities.

Need
Parents of EL students need to have access to school
communication and services in their native language.
Asset
Conceptual
Parents of EL students need to understand the criticality of
their role in improving the educational practices in their
schools and the district.
Need
Metacognitive
Parents of EL students need to openly reflect on their role in
the school system and engage with teachers and staff in
schools.
Need

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Motivation
Table 9
Motivational Assets or Needs as Determined by the Data
Assumed Knowledge Influence Asset or Need
Value
Parents of EL students need to understand the value that their
involvement in supporting the academic growth of their
students has and actively engage in having high expectations
for their students.
Asset
Self-efficacy
Parents of EL students need to be confident in effectively
having conversations with their student’s school personnel.

Asset
Parents of EL students need to feel confident in their ability to
share their perspective on any school issue impacting their
student’s educational experience.
Asset
Mood
Parents of EL students need to have a positive outlook on the
value of their participation in school meetings and activities to
support their student's academic success.

Need
Parents of EL students need to feel valued, supported, and
heard in order to develop a sense of belonging and become
active parents in their student’s school.
Need

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Organization
Table 10
Organization Assets or Needs as Determined by the Data
Assumed Knowledge Influence Asset or Need
Resources
Parents of EL students need to have access to translation in
order to effectively engage with schools both in spoken and
written communication in their native language.

Asset
Parents of EL students need to be key stakeholders with
training in how to be effective participants in SSC, ELAC,
DELAC, and other school meetings in order to be able to
advocate for their student’s educational experience.
Need
Policies, Processes, and Procedures
Parents of EL students need to have access to participatory
policymaking in order to ensure that they are able to exercise
their voice, hold the school stakeholder groups accountable,
and influence the school budget decisions to serve them and
their students better.
Need
Cultural Setting
Parents of EL students need to have access to an environment
that feels safe and friendly in order to actively engage in school
meetings, activities, and processes.
Need
Cultural Model
Parents of EL students need to have clarity on the culture of
fostering parent engagement that exists in the RESD schools.
Need

Analysis of the Findings
This study highlighted that parents of English Learners are motivated to be a part of
ensuring that their students have educational success; however, where educational success may
vary from parent to parent, the data presented an apparent need for knowledge gaps and
organizational changes to be addressed. This is further supported by identified needs for
improvement regarding parental moods toward their respective school sites and better alignment
with the school site SPSA’s and district LCAP.
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A lack of awareness in school policy presented a negative impact on parent engagement,
as parents of English Learners were not properly equipped with the knowledge necessary to be
able to effectively navigate the school system. Without this knowledge, these parents have not
been able to engage in or influence the decisions being made and are thus ultimately unable to
become active participating stakeholders within the school system. Parents of English learners
need to continue to have access to resources and support in their native tongue in order for them
to be able to participate in school meetings and to be able to support their students’ throughout
their academic journeys. Parents need to have clarity on who they can contact for the carrying
needs that arise throughout their experience within the school system. Lastly, parents’ inability to
feel comfortable with the school sites, as they perceived the customer service as not being
friendly or engaging, posed a barrier that negatively impacts parent engagement. If school site
personnel do not actively strive to provide the utmost friendly and positive customer service,
then parents of English Learners will continue to refrain from actively engaging within schools.
The findings from this study presented several overarching themes. Based on the data
gathered, it was evident that there was a theme of the district striving to ensure that parents had
access to resources needed in order to successfully engage within the school system. However,
parents of English learners still did not have clarity on the access that they had or points of
contact that they could rely on when they had questions or needed assistance. The other prevalent
theme that emerged and was validated was that the district and school sites strived to provide
ongoing communication in parents’ native language to ensure access to the resources being
provided; this was something that was well carried out. One last theme that emerged was the
district’s efforts to foster parent engagement while providing excellent customer service. Where
parents of English Learners wanted to engage within the school system, they wanted to do so
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while being provided with excellent customer services that exhibits a willingness to want to
serve them. Chapter five will present recommendations for solutions to address the identified
needs.
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Chapter Five: Recommendations and Evaluation
Purpose of the Project and Questions
The purpose of this project was to conduct a gap analysis to examine the root causes of
the organizational problem of ineffective engagement of parents of EL students in RESD
schools. This analysis focused on the causes of this problem as an outcome of the gaps in the
knowledge and skills, motivational, and organizational resources of school personnel to grant
parents access to the information necessary to engage and participate effectively in their
respective schools. The analysis consisted of a thorough evaluation of the knowledge,
motivational, and organizational influences that contribute to parental engagement; these
influences were examined systematically to identify potential areas of need and assets. The
following are the guiding questions for this study:
1. What are the knowledge, motivational, and organizational influences for parents of
EL students that may be interfering with their ability to fully and successfully engage
with the school system?
2. What knowledge, motivational, and organizational solutions can be derived from
parent feedback to improve their engagement with the school system?
In this chapter, the researcher presented an evaluation of the study findings and provides
recommendations and implementations to address the organizational problem.
Recommendations to Address Knowledge, Motivational, and Organizational Influences
This section evaluated the knowledge, motivational, and organizational influences
described in Clark and Estes’ (2008) gap analysis model. This model was used to explore how
the knowledge, motivational, and organizational elements influenced parental engagement in the
educational experiences of EL students at RESD schools. This section is divided into three
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subsections, with each addressing the knowledge, motivational, and organizational aspects. Each
of these subsections consists of a brief overview, an assessment table, and a discussion on the
principles and solutions relevant to addressing the organizational goal. Each assessment table
consists of the respective knowledge, motivational, and organizational influences, the priority,
the supporting principle, and a recommendation.
The knowledge (K) influences evaluated in this study were procedural, conceptual, and
metacognitive knowledge, relating to the stakeholder’s implicit and explicit understanding of the
organization being evaluated. The motivational (M) influences were value, self-efficacy, and
mood, relating to the stakeholder’s beliefs and feelings that drove positive engagement with the
organization. Lastly, the organizational (O) influences were resources, policies, practices, and
procedures; cultural setting; and cultural model, relating to the characteristics and environment
that define how the organization operated. These underlying knowledge, motivational, and
organizational influences on parents of EL students were assessed to identify needs and assets
that may be addressed and utilized, respectively, to achieve increased parental engagement.
The findings detailed in Chapter 4 identified specific needs that should be addressed to
increase parental engagement. Interestingly, these needs appeared to be rooted in knowledge and
potential organizational gaps; however, motivation did not present as a significant barrier to
parental engagement. The parents of EL students reported having a high desire to be better
engaged in their student’s educational experience but lacking the proper resources and support to
demonstrate better engagement.
Knowledge Recommendations
Introduction. This study evaluated five knowledge influences—three procedural, one
conceptual, and one metacognitive. These influences were evaluated through one-on-one
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interviews and validated with a document analysis, primarily consisting of RESD’s LCAP and
school SPSAs. Interviews were conducted with consenting participants, all of whom were
parents of at least one EL student enrolled in one of the five RESD schools with the highest EL
population, using a predetermined interview protocol. Table 11 presents each knowledge
influence assessed, along with a priority designation, supporting reference, and recommendation.
Lastly, solutions for each evaluated knowledge influence are detailed in the table as well.
Table 11
Summary of Knowledge Influences and Recommendations
Assumed
Knowledge
Influence
Asset
or
Need
Priority Principle and Citation
Context-Specific
Recommendation
Procedural
Parents of EL
students need
to be a key
stakeholder
that is
effectively
trained on how
to engage in
ELAC, school
council, and
other school
meetings, to
improve their
student’s
educational
experiences.
Need High
When an individual knows the
process of something, they are able
to take the necessary steps to engage
effectively (Anderson & Krathwohl,
2011; Rueda, 2011).
With intentional training, parents of
EL students can begin to successfully
hold school district board members
and superintendents accountable for
the learning outcomes of students
(Porras, 2019).
Provide parents of EL
students with in-person,
virtual, and online self-
paced training
opportunities on how to
effectively engage ELAC,
school council, and other
school meetings.
Provide administrators
with tools to ensure proper
scheduling of parent
training opportunities at the
school aligned to LCAP
and site SPSA plans.
Parents of EL
students need
to know the
process of who
to contact if
they have
questions or
need resources
to be able to
engage in
school
meetings and
activities
Need High
When an individual knows the
process of something, they are able
to take the necessary steps to engage
(Anderson & Krathwohl, 2011;
Rueda, 2011).
When parents of disadvantaged
students are involved in the
policymaking process, this positively
impacts students’ educational
experience (Porras, 2019).
Create an organizational
chart that will provide a
visual for parents on points
of contact for each specific
area of need. Introduce this
organizational chart at key
parent meetings, such as
welcome back events,
back-to-school nights,
ELAC meetings, school
council meetings, coffee
with the principal
meetings, and open house.
(continued)

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Table 11 (continued)
Summary of Knowledge Influences and Recommendations
Assumed
Knowledge
Influence
Asset
or
Need
Priority Principle and Citation
Context-Specific
Recommendation
Parents of EL
students need to
have access to
school
communication,
and service that
is in their native
language.
Asset Low
An individual must be able to
understand the knowledge or
concept in order to engage in solving
a problem or contributing to the
solution (Rueda, 2011).
Parents’ inability to understand and
communicate with school personnel
is a barrier to parent engagement
(Quezada et al., 2003).
The inability to engage in spoken
and written communication in a
parent’s native language contributes
to their diminished perception of
their inability to have school
personnel listen to them and assist
their needs (Quezada et al., 2003).
Continue to ensure that
schools are providing
parents with written and
spoken communication to
parents in their native
language.
Conceptual
Parents of EL
students need to
understand the
criticality of
their role in
improving the
educational
practices at
their schools
and the district.
Need High
Providing parents with training on
the impact that their involvement has
on their students will help them
understand the critical role that their
involvement plays (Anderson &
Krathwohl, 2011).
Conceptual knowledge refers to the
interrelationships among the basic
elements within a larger structure
that enable them to function together
in an effort to work collaboratively
towards a common goal (Anderson
& Krathwohl, 2011).
Scholars suggest that including
parents as key stakeholders in school
governance and decision-making can
influence the adoption of policies
that are more serving the needs of
historically underserved students
(Porras, 2019).
Provide parents with
training on the critical role
that they play in their
student’s academic
experience. Engage parents
in ongoing conversations
about their contributions to
their student’s academic
achievement outcomes.
(continued)

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Table 11 (continued)
Summary of Knowledge Influences and Recommendations
Assumed
Knowledge
Influence
Asset
or
Need
Priority Principle and Citation
Context-Specific
Recommendation
Metacognitive
Parents of EL
students need
to openly
reflect on their
role in the
school system
and engage
with teachers
and staff in
schools.
Need High
When individuals understand the
impact of their involvement, they are
more successfully motivated to
engage in processes. If parents have
clarity on why their role is important,
they will be able to successfully
engage effectively. (Anderson &
Krathwohl; Clark & Estes, 2008;
Rueda, 2011)
Parent involvement is considered to
be a contributing factor to better
outcomes in students’ academic
success (Carreon et al., 2005).
Engage parents in ongoing
conversations about their
contributions to their
student’s academic
achievement outcomes.
Create additional
opportunities beyond those
identified in LCAP and
SPSA for parents to be able
to collaborate with teachers
and staff.

Procedural Knowledge Solutions. Three procedural knowledge influences were
evaluated. First, parents of EL students needed to be trained on how to effectively engage in
district and school meetings regarding their child’s educational experience. Second, these parents
needed to know who to contact if they had any questions or concerns. Lastly, these parents
needed to have access to resources and communication in their native language.
Of these three procedural knowledge influences, the only one that was already effective
was parents’ access to resources and communication in their native language. Thus, this was
considered a low priority, with the only recommendation regarding this being to continue
supporting the existing systems and practices. The other two influences did not prove to be
effective, as the majority of the interviewed stakeholders reported to not receiving training on
how to effectively participate in meetings and were not in full agreement on who the appropriate
points of contact were for specific needs. The recommendation to address the first need is to
provide parents with diverse training opportunities that include in-person, virtual, and online
self-paced training options on how to effectively engage in ELAC, SSC, and other school
meetings. This recommendation is aligned with the emerged theme of parents needing to have
better awareness regarding their access and influence as a stakeholder in the educational
experience. To better drive successful implementation, administrators would also be provided
with tools to ensure proper scheduling of parent training opportunities at the school, aligned to
LCAP and site SPSA plans. This is aligned with the theme of striving toward better customer
service. Finally, to address the need for clarity about the appropriate point of contact, an
organizational chart should be created to provide a visual aid for parents to know the points of
contact for each specific area of need. This organizational chart would be introduced at key
parent meetings, such as welcome back events, back-to-school nights, ELAC meetings, school
87
council meetings, coffee with the principal meetings, and open houses. This is crucial because
once the parents understand the process of how to engage, they will be able to take the necessary
steps to fully and effectively engage (Anderson & Krathwohl, 2011; Rueda, 2011). Again, this
recommendation is aligned with the theme of promoting parent awareness of their access and
influence. These recommendations would allow parents to be able to hold the school system
accountable for the academic outcomes of their students (Porras, 2019).
Conceptual Knowledge Solutions. Conceptual knowledge influence was evaluated on
the need for the parents of EL students to understand the criticality of their role in improving the
educational practices in their student’s schools and the district. This is a high-priority need as
there was not a clear indication that these parents fully understood the criticality of their role in
their student’s educational experience. The recommendation is to provide parents with training
on the critical role that they play in their student’s academic experience. Success would be
ensured by engaging parents in ongoing conversations about their contributions to their student’s
academic achievement outcomes. Providing these parents with the reasons as to why their
involvement was critical to the success of their students allows them to develop an understanding
of the importance of their engagement, thus resulting in parents coexisting with the school in
order to attain the common goal of improved student outcomes (Anderson & Krathwohl, 2011).
This will ultimately lead to parents engaging within schools and, thus, positively impacting the
practice and decision-making in the schools and ensuring that their students are better served
(Porras, 2019). This recommendation is aligned with the theme of driving parents’ awareness on
their access and influence.
Metacognitive Knowledge Solutions. The last knowledge influence to be evaluated was
metacognitive. For this aspect, the need for parents of EL students to openly reflect on their role
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in the school system and engage with teachers and school personnel in schools was evaluated.
This was a high-priority need as these parents showed evidence of adequately reflecting on the
importance of their role in the school system in order to ensure a positive educational experience
for their students. The recommendation is to engage parents in ongoing conversations about the
contributions they can make to their student’s academic achievement outcomes. This will be
further supported by creating additional opportunities beyond those identified in LCAP and
SPSA for parents to be able to collaborate with teachers and staff. Once parents have clarity on
the ways in which their engagement contributes to the success of their students, they will be able
to purposefully engage (Anderson & Krathwohl; Clark & Estes, 2008; Rueda, 2011). This
ongoing collaboration will then successfully foster parent involvement, which is considered a
high-impact contributor to increased student achievement (Carreon et al., 2005). This
recommendation is aligned with driving parents’ awareness on their access and influence.
Motivational Recommendations
Introduction. This study evaluated five motivational influences. These influences
included one value assessment, two self-efficacy assessments, and two mood assessments. These
influences were evaluated through one-on-one interviews and validated through a document
analysis, which primarily consisted of RESD’s LCAP and school SPSAs. The interviews were
conducted with consenting participants, all of whom were parents of at least one EL student
enrolled in one of the five RESD schools with the highest EL population, using a predetermined
interview protocol. Table 12 provides each motivational influence assessed, along with a priority
designation, supporting reference, and recommendation. The solutions for each evaluated
motivational influence are detailed in the table as well.

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Table 12
Summary of Motivation: Influences and Recommendations
Assumed Motivational
Influence
Asset
or
Need
Priority Principle and Citation
Context-Specific
Recommendation
Value
Parents of EL students need
to understand the value that
their involvement in
supporting the academic
growth of their students has
and actively engage in
having high expectations
for their students.
Asset Low
When an individual
understands the
criticality of something,
they are motivated to
complete the necessary
work in order to attain
the set goal (Clark &
Estes, 2008).
Continue to discuss the
value that parent
involvement has in
promoting student
academic growth at
district- and school-level
parent meetings.
Self-Efficacy
Parents of EL students need
to be confident in
effectively having
conversations with their
student’s school personnel.
Asset Low
Each individual needs to
be able to calibrate their
self-system to effectively
control their own
thoughts, feelings, and
actions (Bandura, 1988,
Clark & Estes, 2008,
Pajares, 2006).
Continue to encourage
and support parents in
engaging in
conversations with
school personnel
throughout the school
year.
Parents of EL students need
to feel confident in their
ability to share their
perspective on any school
issue impacting their
student’s educational
experience.
Asset Low
Each individual needs to
be able to calibrate their
self-system to effectively
control their own
thoughts, feelings, and
actions (Bandura, 1988,
Clark & Estes, 2008,
Pajares, 2006).
Continue to encourage
and support parents in
engaging in
conversations with
school personnel
throughout the school
year.
Mood
Parents of EL students need
to have a positive outlook
on the value of their
participation in school
meetings and activities to
support their student's
academic success.
High Need
If an individual feels
valued and develops a
positive outlook on a
system, they are more
likely to engage with the
system (Christenson et
al., 1997).
Provide training and
scaffolding for office
staff and teachers
identifying how to
effectively support and
serve parents to better
meet their needs.
Parents of EL students need
to feel valued, supported,
and heard in order to
develop a sense of
belonging and become
active parents in their
student’s school.
High Need
When an individual
develops a sense of
belonging, they are able
to successfully engage
with a system (Fung,
2006).
Provide training and
scaffolding for office
staff and teachers,
identifying how to
effectively support and
serve parents to better
meet their needs.

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Value Solutions. Motivational influence based on value was evaluated by assessing the
need for the parents of EL students to understand the value that their involvement in supporting
the academic growth of their EL students has and to actively engage in having high expectations
from their students. The majority of the stakeholders interviewed understood their own value in
supporting their student’s academic growth. Thus, the only recommendation is to continue
supporting the existing systems and practices for discussing the value of parental involvement in
promoting student academic growth at district- and school-level parent meetings. It was crucial
for parents to understand the value of their involvement in the outcomes of their students, as this
will allow them to engage by participating in school meetings and training opportunities to
support the positive outcomes of their students (Clark & Estes, 2008). This recommendation is
aligned with the theme of parents’ desire for their children to strive for ongoing educational
paths.
Self-Efficacy Solutions. Two motivational influences based on self-efficacy were
evaluated. The first one is the need for parents of EL students to be confident in effectively
having conversations with their student’s school personnel. The second influence is the need for
parents to feel confident in their ability to share their perspective on any school issue that
impacts their student’s educational experience. Both of these motivational influences proved to
be positive, as the majority of the stakeholders interviewed exhibited confidence in their ability
to have conversations and share their perspectives with school personnel. Thus, the only
recommendation is to continue to encourage and support parental engagement in conversations
with school personnel throughout the school year. This will foster parent development by
allowing parents to boost their confidence, which, in turn, will assist them in pursuing
collaboration with school personnel (Bandura, 1988; Clark & Estes, 2008; Pajares, 2006). If
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parents were able to feel more supported and served, they would be more willing to engage in
ongoing collaboration, ultimately contributing to positively impacting student achievement. This
recommendation is also aligned with the theme of parents’ desire for their children to strive for
ongoing educational paths, as well as the theme of promoting excellent customer service.
Mood Solutions. The last motivational influence to be evaluated was mood. Two mood
influences were evaluated and were shown to be the only of the five evaluated motivational
influences to present as high priority. The first one was the need for parents of EL students to
have a positive outlook on the value of their participation in school meetings and activities in
order to support their student’s academic success. The second one was the need for parents to
feel valued, supported, and heard in order to develop a sense of belonging and become active
parents in their student’s school. The majority of the interviewed parents did not have a positive
outlook on the value of their participation and did not always feel supported by their student’s
schools. Thus, the recommendation is to provide training and scaffolding for school staff and
teachers so that they can identify how to effectively support and serve parents in order to better
meet their needs. Providing parents with access to training and explicit scaffolding strategies on
how to best serve and support parents with school personnel will result in parents being better
served. Parents will then feel valued and develop a positive outlook on the school system, which
will then increase engagement and ultimately positively impact student outcomes (Christenson et
al., 1997, Fung, 2006). This recommendation is aligned with the need for excellent customer
service.
Organization Recommendations
Introduction. This study evaluated five organizational influences: two for resources; one
for policies, processes, and procedures; one for a cultural setting; and one for a cultural model.
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These influences were evaluated through one-on-one interviews and validated with a document
analysis, primarily consisting of RESD’s LCAP and school SPSAs. The interviews were
conducted with consenting participants, all of whom were parents of at least one EL student
enrolled in one of the five RESD schools with the highest EL population, using a predetermined
interview protocol. Table 13 presents each knowledge influence assessed, along with a priority
designation, supporting reference, and recommendation. Lastly, solutions for each evaluated
knowledge influence are detailed in the table as well.
Table 13
Summary of Organizational Influences and Recommendations
Assumed Organizational
Influence
Asset
or
Need
Priority Principle and Citation
Context-Specific
Recommendation
Resources
Parents of EL students
need to have access to
translation in order to
effectively engage with
schools both in spoken
and written
communication in their
native language.
Low Asset
Individuals need access to necessary
resources in order to be able to
attain a common goal (Clark &
Estes, 2008).
The school system needs to ensure
that parents have access to
documents and communication with
parents is conducted in their native
language so that parents can
successfully engage and interact
within the school system (Quezada
et al., 2003).
Continue to ensure
access to written
and spoken
translation for
parents of EL
students in their
native language in
order to promote
active
engagement.
Parents of EL students
need to be key
stakeholders with
training in how to be
effective participants in
SSC, ELAC, DELAC,
and other school
meetings in order to be
able to advocate for their
student’s educational
experience.
High Need
When an individual knows the
process of something, they are able
to take the necessary steps to engage
with it (Anderson & Krathwohl,
2011; Rueda, 2011).
The school system needs to ensure
that parent engagement is a focus
because it is crucial for disrupting
educational injustices and
inadequate educational experiences
(Porras, 2019).
Provide training
and ongoing
support for parents
to effectively
participate in SSC,
ELAC, DELAC,
and other school
meetings, ensuring
that they
successfully
advocate for their
students.
Policies, Processes, and Procedures
Parents of EL students
need to have access to
participatory
policymaking in order to
ensure that they are able
to exercise their voice,
hold the school
stakeholder groups
accountable, and
influence the school
budget decisions to
serve them and their
students better.
High Need
When an organization has a system
of interacting processes that require
specialized knowledge, skills, and
motivation, all individuals are able
to collaborate (Clark & Estes,
2008).
Parents of EL students have the
ability to disrupt historical practices
and policies in schools that continue
to inadequately serve their students
through their involvement (Porras,
2019).
Create and
actively promote
meeting
opportunities for
parents to engage
in policymaking
discussions, with
translation
services available
to meet individual
parent language
needs.
(continues)

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Table 13 (continued)
Summary of Organizational Influences and Recommendations
Assumed Organizational
Influence
Asset
or
Need
Priority Principle and Citation
Context-Specific
Recommendation
Cultural Setting
Parents of EL students
need to have access to
an environment that
feels safe and friendly in
order to actively engage
in school meetings,
activities, and processes.
High Need
All school stakeholders need to be
able to come together in order to
collectively work toward optimizing
student learning (Gallimore &
Goldenberg, 2001; Hill et al., 2011;
Clark & Estes, 2008; Rueda, 2011;
Schein, 2004).
Evaluate annual
parent survey data
and implement
informed changes
to address safety
and service quality
feedback.
Provide school
personnel with
training pertaining
to excellent
customer service
and effective
engagement
strategies, to best
serve parents and,
thus, promote a
positive school
environment.
Cultural Model
Parents of EL students
need to have clarity on
the culture of fostering
parent engagement that
exists in the RESD
schools.
High Need
When the organization ensures that
parents understand the culture goal
of service to the community, the
individual parents will be more
likely to engage with the schools
(Rueda, 2011).
Provide parents
with visual,
written, and verbal
communication,
highlighting the
efforts being made
to engage parents,
both at district and
school levels.

Resources Solutions. Two organizational influences based on resources were evaluated.
The first was the only organizational influence to prove already effective; for this, the need for
parents of EL students to have access to translation in order to be able to effectively engage with
schools both in spoken and written communication in their native language was assessed. The
majority of the interviewed parents responded as having such access. Therefore, the only
recommendation is to continue to ensure access to written and spoken translations in native
languages. The second organizational influence was the need for parents of EL students to be key
stakeholders who are trained in how to be effective participants in SSC, ELAC, DELAC, and
other school meetings in order to be able to advocate for their student’s educational experience.
Adequate resources have not been in place to support this need; so, the recommendation is to
provide training and ongoing support for parents to effectively participate in SSC, ELAC,
DELAC, and other school meetings, ensuring that they successfully advocate for their students.
It is crucial for the school system to ensure that parents continue to have access to resources in
their native language, as only when individuals have access to necessary resources can they
successfully engage and help the school system attain the common goal of improving student
educational outcomes (Clark & Estes, 2008; Quezada et al., 2003). Lastly, if schools ensured that
they provided additional opportunities for parents to learn how to effectively engage in school
meetings and training, parents would know the processes and would be able to take the necessary
steps to engage within the school system (Anderson & Krathwohl, 2011; Rueda, 2011). As a
result, parents will be able to participate in disrupting educational injustices and inadequate
educational experiences (Porras, 2019). These recommendations are aligned with the parents
having better awareness of their access and influence as stakeholders.
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Policies, Processes, and Procedures Solutions. Organizational influence based on
policies and procedures assessed the need for parents of EL students to have access to engage in
participatory policymaking in order to ensure that parents can voice their opinions, hold the
school stakeholder groups accountable, and influence the school budget decisions to better serve
them and their students. The majority of the interviewed parents were not aware of the law that
allowed them to participate in policymaking, and those who were aware have not been actively
involved in policymaking. Thus, the recommendation is to create and actively promote meeting
opportunities for parents to engage in policymaking discussions, with translation services
available to meet individual parent language needs. This is crucial since parents are the key
stakeholders with the ability to positively influence historically undeserving policies and
procedures (Porras, 2019). This recommendation is aligned with parents having better awareness
of their access and influence, as well as having a desire for their children to strive for ongoing
educational paths.
Cultural Setting Solutions. Organizational influence based on the cultural setting
assessed the need for parents of EL students to have access to an environment that felt safe and
friendly in order to actively engage in school meetings, activities, and processes. The consensus
was that the respective schools did not always have a friendly atmosphere, primarily due to
unfriendly personnel, and did not always present the highest degree of safety. The
recommendation is to evaluate annual parent survey data and implement informed changes to
address feedback on safety and service quality. This may include providing school personnel
with training regarding excellent customer service and effective engagement strategies to best
serve parents and promote a positive school environment. It is crucial for parents, community
members, and school personnel to collectively work toward optimizing student outcomes (Clark
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& Estes, 2008; Gallimore & Goldenberg, 2001; Hill et al., 2011; Rueda, 2011; Schein, 2004).
Making sure that the schools are able to adjust practices and procedures to best serve parents and
meet their needs will assist in this process. This recommendation is aligned with driving
excellent customer service, as well as the parents’ desire for their children to strive for ongoing
educational paths.
Cultural Model Solutions. Organizational influence based on the cultural model
assessed the need for parents of EL students to have clarity on the culture of fostering parent
engagement that exists in RESD schools. The majority consensus was that the respective schools
in the RESD did not adequately foster parent engagement. The recommendation is to provide
parents with visual, written, and verbal communication highlighting the efforts to engage parents,
both at the district and school levels. If the schools ensure that parents are able to experience and
internalize the goal of providing the best customer service, then they will be more likely to
routinely engage with the schools (Rueda, 2011). This recommendation is aligned with driving
excellent customer service.
Summary of Knowledge, Motivational, and Organizational Recommendations
Evaluation of the knowledge, motivational, and organizational gap analysis findings
revealed key influences that may be posing as barriers to increased parental engagement. There
appeared to be a clear pattern in the causes driving low parental engagement, rooted in the
foundational information and resources that were available for parental support rather than the
desire to be better engaged. Simply put, parents of EL students felt confident and motivated to be
better engaged in their child’s educational experience but did not feel that they have adequate
knowledge and organizational support to do so. Thus, the recommendations to improve parent
engagement were tailored to meet these specific needs.
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The identified knowledge barriers primarily stemmed from a lack of awareness of
resources, access, and the level of influence that each parent plays in the educational system.
This lack of awareness may be attributed to ineffective communication platforms and training
gaps for all stakeholders, including both parents and school personnel. The recommendations to
address these needs consisted of implementing diversified training programs that may be better
accessed and administered through different modalities, visual communication aids, more
opportunities for parents to provide feedback and participate, and continuing to support the
existing successful knowledge resources, like providing communication and documentation in
native languages.
Motivational influences did not prove to be a major barrier to parental engagement, as the
majority of study participants reported feeling confident and interested in actively participating
in their child’s educational experience. The only point of exception is regarding the mood toward
the school organization itself. Parents reported feeling undervalued and under-supported by
school personnel, despite having the desire to be more involved. The recommendations to
address this included improved training programs and scaffolding for school personnel to better
respond to and support parent needs.
Lastly, the identified organizational barriers were in accordance with the knowledge and
motivational findings regarding inadequate support provided to parents by the school
organization. While parents reported having access to communication in their native language,
the majority had not received training on how to effectively participate in school meetings, and
many are not aware of the law allowing their involvement in policymaking. Of the few that were
aware of the law, one reported that policy meetings were typically only held in English,
excluding non-English-speaking stakeholders. Similarly to the barriers regarding motivational
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mood, the majority of parents also reported that their respective schools do not always foster a
friendly environment. The recommendations to address these needs include implementing a
better training program for parents to be better informed of their rights in the educational process
and how to better participate in meetings; training for school personnel to better support parent
needs; access to policymaking with any necessary language accommodations addressed; and
more opportunities for discussion to help parents better understand the importance of their role in
the educational process.
Integrated Implementation and Evaluation Plan
Organizational Purpose, Needs, and Expectations
The mission of RESD schools was to provide a relevant and rigorous education within an
inclusive and culturally relevant environment that prepares all students for personal and
professional success. As previously stated, the district believed that all children have the right to
a quality education and that open and honest communication builds trusting relationships with all
members of our community (roadrunner.org, 2022). However, data for this district indicated that
EL students are performing 44.9 points below standard in ELA and 84.6 points below standard in
mathematics. This aligned with a historical phenomenon of non-English-speaking students being
underserved in US schools and continuing to underperform as compared to their English-only
counterparts.
Of all the stakeholders involved in the EL student’s educational journey, the student’s
parent held the most critical role for the purpose of this study. Every student’s education began at
home. It is natural that parents would be more invested in their child’s educational experience
than other stakeholders. Thus, with the student being the only exception, the parent’s experience
and level of involvement were critical factors to evaluate for determining how to best promote
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educational success for EL students. The stakeholder goal for parents of EL students within
RESD schools is that by May of 2024, a minimum of 70% of these parents at each school will
participate and fully engage within the school and engage in SSC, ELAC, or other parent
meetings. Working toward meeting this goal is a collective effort that will significantly have a
positive impact on student outcomes.
The Clark and Estes’ gap analysis model was used to evaluate the knowledge,
motivational, and organizational influences that may be posing barriers to parental engagement
in promoting better educational outcomes for their English-learning child. This gap analysis
revealed key areas of need that may be addressed to promote better parental engagement and
improved educational outcomes for students. The following sections will detail the
implementation of the New World Kirkpatrick Model in creating an action plan for addressing
the organizational problem.
Implementation and Evaluation Framework
The Kirkpatrick Model is a four-level program developed in 2006 for evaluating the
implementation and effectiveness of training programs (Kirkpatrick & Kirkpatrick, 2006). In
2016, the model was updated to the New World Kirkpatrick Model as an update to the original
version (Kirkpatrick & Kirkpatrick, 2016). The New World Kirkpatrick Model develops the plan
in reverse order, starting with Level 4 (Results) and ending with Level 1 (Reaction). The goal of
this approach is to keep the end-stage monitoring checks in mind when developing the
implementation plan. In doing so, implementation is driven by desired outcomes and ensures that
they are kept in alignment with the predetermined organizational goal. Additionally, the New
World Model increases the focus on Level 3 (Behavior) as a center point, as this will present the
key stakeholder requirements needed to ensure the successful implementation of the program.
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Level 4: Results and Leading Indicators
The New World Kirkpatrick Model begins with Level 4, which presents the plan for
evaluating the success of the program outcomes. The goal at this stage is to evaluate leading
indicators as a reflection of how successful the outcomes are. Leading indicators refer to
characteristics of individual stakeholders that may align with or conflict with the overall
organizational goals. Examples of this may include the level of parental engagement or
satisfaction or the quality of results. Table 13 details how these outcomes will be evaluated,
presented as external and internal outcomes, metrics used to determine effectiveness, and
methods used to evaluate the outcomes against these metrics. Lastly, external outcomes refer to
results that apply to outside stakeholders, while internal outcomes refer to those that apply to the
organization.
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Table 14
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Parents of EL students are
regular, active participants
in school meetings, such as
ELAC and SSC meetings
and Coffee with the
principal.
Number of active participating
parents in school-level meetings
Planning and hosting ELAC, SSC,
and Coffee with the principal
meetings for parents and other
community partners to have
opportunities to engage and
collaborate with and observe the
number of participants in
attendance
Parents of EL students are
aware of the positive impact
that their engagement has
on their student’s academic
experiences.
Feedback from the parents
Engaging parents in conversations
with regard to their student’s
academic experiences and
evaluating their feedback
Parents of EL students are
fully supported by their
school and seek assistance
from designated personnel
on specific needs.
Feedback from the parents.
Evaluating feedback regarding an
organizational chart that outlines
designated individuals who can
support specific needs (who does
what) and different individuals
who are actively supporting
community partners.
Parents of EL students have
clarity on the focus that
RESD schools have on
providing excellent
customer service and
support to the community
and experiencing a positive
culture and safe
environment in their child’s
school.
Feedback from the parents
Customer service feedback forms
are submitted and reviewed to
adjust service to community
partners that better support their
individual needs.
(continued)

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Table 14 (continued)
Outcomes, Metrics, and Methods for External and Internal Outcomes
Internal Outcomes
School administration,
support staff, and teachers
actively organize and
promote school-level parent
meetings to foster the active
engagement of parents of
EL students.
Frequency modalities of promotion
of school-level parent meetings
Frequency of scheduled school-
level meetings and other
opportunities for parents to
collaborate
Evaluate access that parents have
to the different drivers that are
promoting meetings (flyers, online
platforms, calls, visual posters).
Review site-specific promotion
efforts and parent meeting
agendas.
School personnel
implement knowledge from
training on the importance
of parent engagement and
its contribution to student
outcomes.
Number of parent meetings that
are scheduled
Number of actively participating
parents of EL students in meetings
that present the importance of
parent engagement and its positive
impact on student achievement
Review parent meeting agendas
and sign-in sheets.
School personnel provide
the necessary level of
support to the parents of EL
students.
Frequency of positive parent
experiences while engaging with
school personnel
Reviewing parent customer
service feedback forms
School support staff, office
staff, teachers, and
administrators implement
knowledge from training on
intentional strategies to best
serve, support, and engage
all community partners.
Frequency of staff implementing
specific strategies to intentionally
support parents of EL students
Number of strategies implemented
or used while serving parents of
EL students
Observing school personnel
throughout the work day as they
engage the community and serve
parents.
Reviewing parent customer
service feedback forms
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Level 3: Behavior
Critical Behaviors. Level 3 evaluates the critical behaviors required for successful
implementation. Critical behaviors refer to the specific actions carried out by key stakeholders
that have the greatest impact on the organization’s desired outcomes. Table 15 details the critical
behaviors, the metric used to determine effectiveness, the method used to evaluate each critical
behavior, and the timing for evaluating the effectiveness of each behavior.
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Table 15
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
Parents have an
adequate level of
knowledge and
understanding of school
policies and procedures.
Number of parents that
attend meetings and the
degree to which they
participate in
discussions regarding
policies and procedures
in order to share their
perspectives and ideas
Parents’ check-in
conversations and
engagement during
meetings
Monthly, during
meetings
Parents know their roles
and rights in the
educational experience.
Number of parents that
are able to advocate for
their student’s needs and
co-guide their student’s
educational experiences
throughout the school
year
Parent feedback during
conversations
Regularly, once a
month
Parents have clarity on
the positive impact that
their engagement has on
their child’s academic
experience.
Frequency at which
parents engage with
school personnel and
attend opportunities to
collaborate with the
school
Parents’ check-in
conversations and level of
attendance in school
functions
Regularly, once a
month
Quarterly, during the
distribution of
progress reports
Three times a year,
during back-to-school
nights, parent–teacher
conferences, and open
house
Parents can identify the
correct points of contact
for specific needs using
an organizational chart
as a visual aid.
Parents are able to attain
the support and
resources that they need
using the organizational
chart provided to them
Frequency of parents
contacting designated
individual personnel for
support or resources
pertaining to various needs
(enrollment, attendance,
counseling)
Regularly, as needed
Parents actively engage
in collaborative
opportunities at the
school level during
ELAC, SSC, and Coffee
with the principal
meetings.
Parents attend and
engage in collaborative
opportunities to discuss
their student’s academic
progress, their needs,
and the overall
educational experience
of students
Frequency of parents
attending meetings and
other collaborative
opportunities
Monthly, during
ELAC, SSC, and
Coffee with the
principal meetings
Regularly, as needed

106
Required Drivers. Required drivers are a feature added to the New World Kirkpatrick
Model. Require drivers refer to methods that reinforce, encourage, reward, or monitor critical
behaviors in order to promote successful implementation. These methods, detailed in Table 16,
act as support systems for the critical behaviors previously described.

Table 16
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors
Supported
Reinforcing
The organizational chart or visual aid to inform
which designated personnel the parents may contact
for specific support and resources
Monthly (parent
contact meetings)
1, 4, 5
Excellent customer service that meets parents’
individual needs and supports their successful
engagement
Weekly (as
interactions occur)
1, 2, 3, 5
Encouraging
Check-ins with parents to obtain feedback on their
experiences while engaging with school personnel
and attending meetings
Monthly (parent
contact meetings)
1, 2, 3, 4, 5
Check-ins with parents to survey their ongoing
needs and to identify the next steps in school
personnel adjusting service and support for parents
Monthly (parent
contact meetings)
1, 2, 3, 4, 5
Rewarding
Recognition for parents who participate in school
meetings or volunteer.
Monthly, during
student-of-the-
month assemblies
1, 2, 3, 4, 5
Written thank-you notes that are personalized for
each individual parent who engages and attends a
parent meeting
Monthly 1, 2, 3, 4, 5
Monitoring
Youth truth survey data that will provide parent
feedback
Annually 1, 2, 3, 4, 5
Parent customer service feedback forms Monthly 1, 2, 3, 4, 5
Administrative observations
Periodically,
monthly following
parent meetings
1, 2, 3, 4, 5
Review meeting agendas
Periodically,
monthly
1, 2, 3, 4, 5
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Organizational Support. Organizational support refers to the processes and systems
implemented by the organization to address the organizational needs identified in the gap
analysis. The findings indicated that a primary organizational barrier to successful parental
engagement is inadequate support from the school personnel. The need for the implementation of
training programs for parents to be better informed and school personnel to provide support has
already been identified. The organization will support these needs by allocating resources to
creating these training programs and providing enough time and focus to ensure successful
implementation. To ensure that every parent has a starting point of contact for various needs, an
organizational chart or visual aid will be created and distributed to the parents. The visual aid
will identify designated individuals who can support parents with information and resources
pertaining to specific needs such as enrollment, attendance, counseling, and health services. The
organization will also make resources and meeting and training information available to parents
in different modalities, such as in-person, online, and self-paced, to promote engagement. This
will help meet the needs of varying availability and preferences of the parents. To promote
engagement, the organization will develop a recognition system to highlight parents’ successful
engagement and participation. The parents will be recognized for their engagement efforts
through the implementation of personalized thank-you notes as well as public recognition during
student-of-the-month assemblies. Finally, the organization will be planning meetings and
collaborative opportunities for parents that are scheduled regularly, promoted effectively, and
delivered intentionally in order for the content to be both beneficial and accessible to parents.
Level 2: Learning
Level 2 details the learning goals for the successful implementation of the training
program. According to the Kirkpatrick Model, learning refers to the degree to which the
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stakeholder acquires the intended knowledge, skills, and attitudes following their participation in
the program’s learning event (Kirkpatrick & Kirkpatrick, 2016). The New World Kirkpatrick
Model adds two components to the learning evaluation—confidence and commitment—in order
to bridge the gap between learning and behavior (Kirkpatrick & Kirkpatrick, 2016). The addition
of these two components is intended to address cases where an individual acquires the required
knowledge and skills but still proves to be unsuccessful due to behavioral deficiencies. The
learning goals and program for evaluation are detailed in the following sections.
Learning Goals. The findings in Chapter 4 identified the needs to be addressed based on
the knowledge, motivational, and organizational influences in order to meet the organizational
goal. These needs will be addressed by implementing a program to meet the following learning
goals after the successful implementation of this program:
1. Parents of EL students will be fully aware of their school’s policies and procedures
and where to locate this information if additional questions arise.
2. Parents will be aware of the appropriate communication channels pertaining to
specific needs.
3. Parents will be aware of the laws that provide them access to policymaking and
deeper involvement in the educational experience.
4. Parents will know when meetings and collaborative events are happening, how to
access them, and how to actively participate in them.
5. Parents will be able to reflect on their engagement in the school and the positive
impact that their engagement has on their child’s educational experience and overall
academic outcomes.
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6. Parents will have clarity on the safe and positive environment in RESD schools and
actively engage with the school to attain resources and advocate for their student’s
academic needs.
Program. The training program will respond to the knowledge, motivational, and
organizational findings posing as needs in order to support the goal of effectively engaging a
minimum of 70% of parents of EL students to participate and fully engage in each school
during SSC, ELAC, and other parent meetings by May 2024. The training implementation plan
will focus on the necessary training that parents of EL students need in order to confidently and
actively engage in school meetings. It will, in turn, contribute to the effective collaboration
between parents, staff, and other community partners in order to improve student outcomes in
RESD schools.
The training program will be implemented in three phases. The first will be delivered as
an introductory course to create a baseline understanding of the level of basic knowledge that all
parents need in order to begin actively participating in school meetings. The parents will be
presented with data that highlights the importance of parent involvement, the positive impact that
it has on student academic achievement, and the different meeting topics and goals. The parents
will be provided with an overview of the different topics that are presented in each of the
meetings and the purpose of various meeting opportunities (e.g., SSC meetings, ELAC meetings,
Coffee with the principal, parent–teacher conferences, IEPs, and SSTs). The parents will then
receive frontloaded training on their role in each meeting, what is expected of them, and the
expected outcomes of each meeting type. Once the parents are well-informed on the different
meeting types and how they are involved in each, the parents and staff will proceed to participate
in joint training to support effective teamwork and collaboration.
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The next phase will involve collaborative training with parents and some members of the
school personnel to create a sense of co-involvement in the educational experience. These
training sessions will include ice breakers, data and research findings, and the subsequent steps
to collectively work toward optimizing student learning and improving overall student outcomes.
Ice breakers will help promote teamwork among the school personnel and parents. As parents
and school personnel get to know one another, parents and staff will develop a sense of
camaraderie; only then can true collaboration begin to flourish. Parents will get to know the staff
and develop comfort in being able to reach out to designated personnel and receive access to
appropriate resources and support depending on their needs. Likewise, as staff get to know
parents and community partners, they will develop a connection to others and are more likely to
willingly and effectively serve and support the school community.
The last phase again focuses on just a parent group and includes a presentation on
specific laws and school policies that are implemented at the district and school levels. The
parents will be informed on the LCAP and SPSA and what each of these plans focuses on. They
will be explicitly trained in ways in which they can engage at the district level to contribute to
the development of the district LCAP. They will also be provided with the dates of when
community forums and LCAP planning sessions take place. Additionally, the parents will also be
explained how their involvement can contribute to the school SPSA. They will be provided with
the schedule of SSC meetings for their school and encouraged to attend SPSA community
forums and planning sessions at the school level.
All scheduled training will be made available on multiple days through online platforms
to accommodate the availability of parents and other community partners. Additionally, parents
will have access to all training presentations and recordings. This will allow them to review the
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information presented. Those who are unable to attend will have an opportunity to still receive
the information.
Finally, the Kirkpatrick model will be evaluated concurrently with these training
activities to allow for feedback and any necessary adjustments to the training program. Ensuring
that the schools and the district are fully reflecting on the training process and feedback that
surfaces will allow for personnel to further develop in their service and support of parents. It will
result in organically fostering and supporting increased parent engagement.
Evaluation of the Components of Learning. Table 17 details how fulfillment of the
learning goals will be evaluated, including the evaluation methods and timing for evaluating
success. The findings of the gap analysis highlighted the level of commitment and confidence
parents of EL students have in being more involved in their child’s educational experience.
Therefore, there is already a strong foundation for success regarding the attitude, confidence, and
commitment components. On the contrary, the knowledge, motivational, and organizational
findings also indicated substantial knowledge gaps for these parents. Thus, special attention will
be paid to evaluating the components of declarative knowledge and procedural skills to best
ensure that these parents have met their learning goals and that the program remains on the path
to successful implementation.

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Table 17
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative knowledge “I know it.”
Ability to identify specific laws and school policies
pertaining to parent engagement in ELAC and SSC
During and after training
Ability to identify the designated points of contact
for specific needs
After training
Ability to articulate the purpose of various meetings
and what individual roles are in each meeting
After training
Procedural Skills “I can do it right now.”
Ability to locate reference policies and procedures
pertaining to parent engagement
After training
Ability to locate correspondence information
pertaining to points of contact
After training
Ability to exercise rights and actively participate in
meetings in individual roles
After training
Attitude “I believe this is worthwhile.”
Surveys identifying attitudes on participating in
training and meetings
Before initial training, midway after
second-phase training, post-training
Focus groups to discuss training and to identify next
steps in supporting active engagement during
meetings
After all three training phases are
completed implemented and delivered
Confidence “I think I can do it on the job.”
Surveys to determine confidence in attending school
meetings and actively engaging in schools and
meetings
After training and ongoing to monitor
meeting effectiveness and to determine
the adjustments needed
Focus groups to explore feelings, successes, and
present needs in order to encourage ongoing
engagement and active participation
Quarterly after each meeting type
Commitment “I will do it on the job.”
Setting specific goals with regularly participating
parents to foster further growth and development in
engagement using input shared during meetings
After training and ongoing quarterly
during focus group meetings
Evaluate the progress of program implementation
through administrative observations, during
collaborative conversations, and using feedback
forms
Six weeks following training, during
focus groups, and twice a year at the end
of semester 1 (October) and semester 2
(May)

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Level 1: Reaction
Level 1 evaluates the degree to which the stakeholders respond favorably to the learning
program. Table 18 details how the response is evaluated, including the evaluation methods used
and the timing and duration of the evaluation. The evaluation of the response is divided into three
categories: engagement, relevance, and customer satisfaction. Engagement refers to the degree to
which the participants are actively engaged and take part in the training activities. Relevance
refers to the likelihood that the participants will make use of the knowledge and skills acquired
through the training program. Finally, customer satisfaction refers to the participants’ satisfaction
with the training program.

Table 18
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Observations during training on how many
parents attend and how engaged they are
During
Feedback from parents on training experience
After each training phase
relevance

Check-ins during training sessions to evaluate
learning as well as possible adjustments
needed during training sessions
During
Feedback from parents (and staff of
collaborative training)
After each training phase (parents)
After collaborative training (parents and staff)
Anonymous surveys on the relevance and
effectiveness of training
After
Customer Satisfaction
Feedback from parents
During and after
Feedback regarding additional requests and
needs
During and after

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Evaluation Tools.
Immediately following the program’s implementation. An immediate evaluation of the
training program will be conducted upon the completion of the program, while the material is
still fresh in the participants’ minds. A survey will be given to each participant (Appendices F
and G) to collect feedback on the training program. The survey will collect feedback on the level
of engagement, relevance, and overall satisfaction, as described in Table 17, as well as responses
to the evaluation of components of learning, as detailed in Table 16. These survey responses will
be evaluated according to the methods and timing described in Tables 16 and 17.
Delayed for a period after the program’s implementation. Delayed evaluation,
conducted after a defined time lapse, is beneficial, as it allows time for critical behaviors and
required drivers to further develop and for participants to better reflect on the impact of the
completed training program (Kirkpatrick & Kirkpatrick, 2016). After six weeks following the
completion of the training program, the participants will be contacted and asked to complete
another survey regarding all four levels of the training program (Appendices G and H). Open-
ended questions will be used to gather thorough feedback regarding the reaction, learning,
behavior, and result components, as listed in Tables 13–17. A special focus will be given to
feedback on Level 4 results, as it will be the final indication of whether the desired outcomes
were achieved.
Data Analysis and Reporting. The available data will be shared throughout the
implementation of the training program to serve as progress gates and allow opportunities for
any necessary adjustments to the implementation plan. Anonymized data from the immediate
evaluation will be shared as a quantified (i.e. fractional or percentage) indication of consensus or
disagreement regarding the training program. As the primary goal is to drive increased parental
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engagement, public reporting of these findings will be crucial for demonstrating the
intentionality of this training program and the data-driven approach to implementing changes for
addressing parental needs. Likewise, data from the delayed evaluation will also be shared with
the stakeholders to expand on the demonstration of intentionality and data-driven solutions.
Summary of the Implementation and Evaluation
The goal for the parental stakeholder group is to increase parental engagement in the
educational experience of EL students. Specifically, the goal is to ensure that a minimum of 70%
of parents of EL students at each school fully engage with the school and participate in SSC,
ELAC, and other parent meetings by May 2024. Clark and Estes’ (2008) gap analysis was used
to evaluate the potential knowledge, motivational, and organizational influences on the level of
engagement of EL students’ parents, and the analysis was able to identify certain specific needs.
A training program was created using the New World Kirkpatrick Model (2016) to provide a
framework for implementing solutions for the identified parental needs, in order to meet the goal
of increasing parent engagement. As dictated by the New World Model, the implementation plan
was created in the reverse order, starting with Level 4 (results), moving through the development
of Level 3 (behavior) and Level 2 (learning), and ending with Level 1 (reaction). This process
allowed the program to be developed with the desired outcomes in mind throughout
development.
Data is to be collected, analyzed, and reported throughout the implementation of the
program, to allow opportunities for feedback and adjustments throughout. Evaluations will be
conducted immediately following the completion of the program and again six weeks following
the completion. This two-stage evaluation approach will allow for thorough feedback to be
collected when the program is still fresh in the minds of participants and also once they have all
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had time to reflect on the impact of the program. Data from these evaluations will also be shared
with the participants to demonstrate the intentionality and data-driven approach to implementing
solutions to address the needs identified in the gap analysis.
The paired study design of Clark and Estes’ (2008) gap analysis and the New World
Kirkpatrick Model (2016) proved to be powerful in identifying the needs of the parental
stakeholder group and developing a plan for devising solutions to these needs. The expectation is
that the implemented solutions will prove successful in addressing the identified needs, as both
tools were clear and purposeful in demonstrating their respective abilities to identify needs and
create an implementation plan for solutions. The next step is to execute the program detailed
above and conduct evaluations on its effectiveness.
Limitations and Delimitations
This study had a couple of limitations. The RESD has a total of 24 schools that serve
students in grades UTK-8th grade; yet, this study only included the perspectives of parents from
five of these 24 schools in the RESD. Additionally, a total of 16 parents were interviewed, which
constituted a small sample size considering the number of students and parents in the RESD.
These two factors may have impacted the validity of the findings of this study. Only including 16
parents out of the nearly 4,000 parents of EL students present in the RESD is a limitation. A vast
amount of data related to parents’ perspectives on the RESD remains unknown. Having a larger
sample size would help increase the number of data points and broaden the data set to be
evaluated. It would also contribute to both broadening and validating the knowledge,
motivational, and organizational barriers impacting EL students’ parents’ engagement with
RESD schools. Finally, the study’s principal researcher is a school administrator in the RESD,
which could have resulted in a biased evaluation of the research data.
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Implications for Practice
Having held many positions and now serving in a leadership position in a RESD school,
the researcher has had the opportunity to learn what the district strives to provide for parents of
EL students and what is successfully implemented with fidelity in individual schools across the
school district. Although the RESD strives to provide excellent customer service to parents of EL
students, parents often continue to feel underserved. Additionally, it is mandated by the district
LCAP and school SPSAs that administrators collectively work toward recruiting parents and
creating ongoing opportunities for parents of EL students to engage with schools and ultimately
develop sustained partnerships; however, this is an area in which the district continues to see
little to no change.
As a female Latina leader, who was socioeconomically disadvantaged, whose family
experienced homelessness, and whose parents were the parents of an EL students, the researcher
considers it her responsibility toward the EL student community to ensure that the school that the
researcher lead provides the utmost customer service necessary for successful partnerships to
develop. The researcher undoubtedly regards it as a moral responsibility to ensure that what the
district LCAP and school SPSA identifies as needs are fully implemented with fidelity. This
implementation will ensure that each and every parent that the researcher and her team serve is
able to receive access to the knowledge, resources, and overall excellent customer service
required to successfully and fully engage with the school system and ultimately influence the
decisions that are being made. The researcher is committed to removing the barriers that parents
face as they embark on the most important journey of working toward effectively and positively
navigating the school system in order to best guide their students. If the researcher commits to
ensuring that she and her school personnel provide excellent customer service to parents, she
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believes, parents will be able to engage with the school and receive access to information and
resources that they need and, ultimately, every EL student will have a meaningful educational
experience that will lead them to greater options in their education journeys.
Recommendations for Future Research
This study focused on analyzing the knowledge, motivational, and organizational
influences that negatively impacted the engagement of parents of EL students in school processes
and, in turn, hindering the organizational goal of increasing parental engagement in RESD
schools. The focus group engaged in the study constituted parents of EL students from each of
the five schools in the RESD with the highest EL student enrollment. Future research can focus
on having a larger sample size with participants from different schools across a larger scale. This
would help provide a broader range of parent perspectives. Additionally, a cross-examination of
different parent subgroups may potentially reveal additional assets and needs, as a subgroup may
be supported or engaged via various modalities effectively. Future research can also focus on the
state-wide engagement of EL students’ parents, as there may be additional effective strategies
and district plans that are effectively engaging parents of EL students in neighboring cities across
districts. Furthermore, research could help identify effective ways in which other school districts
across California are effectively supporting and engaging parents of EL students.
Conclusion
The organizational goal of the RESD is to increase the parental engagement of EL
students’ parents in RESD schools. Although all community partners, school personnel,
administrators, and parents collectively contribute to achieving the organizational goal, the
stakeholder focus group for this study was the parents of EL students because they are the
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missing stakeholders in implementing more equitable practices and policies that better serve EL
students in the RESD.
Considering that the RESD serves an estimated 1,900 EL students, which is roughly 14%
of the student population enrolled in RESD schools, this study presented crucial findings that
identified the knowledge, motivational, and organizational gaps in parents’ ability to effectively
engage and interact with RESD schools. As mentioned in Chapter 1, EL students in the state of
California constitute a steadily growing student group. Thus, it is crucial that schools are able to
fully serve, engage, and collaborate with the parents of EL students.
The literature review presented in Chapter 2 highlights the importance of parent
engagement in optimizing student learning and improving the educational experiences of EL
students. The literature review also identified key resources and supports that parents of EL
students need in order to effectively immerse themselves in the school system and actively
participate in their student’s academic experiences. This study found that although parents are
motivated to support their students, they are not always presented with opportunities to engage
with friendly school personnel who serve and support them in acquiring what they need.
Additionally, the study also found that parents of EL students do not have access to opportunities
that provide them with the training and space to fully advocate for their student’s educational
needs. Finally, the study found that parents of EL students do not have access to opportunities
that are conducive for them to be able to engage in advocacy of their students' educational needs
in their native language. Considering that more than 10% of the students enrolled in RESD
schools are EL students, it is essential that their parents have access to resources, training, and
collaborative opportunities to engage with schools in order to advocate for their student’s
educational needs.
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The RESD must focus on district-wide collective efforts in creating pathways for parents
of EL students to become active community partners in their students’ respective schools.
Parents of EL students must be trained, supported, and guided through the process of SPSA and
LCAP planning and need to have an amplified voice in the planning phases at both the district
and the –school level. At the end of this study, there is an intentional plan to address the
identified knowledge, motivational, and organizational influence needs in order to better serve
parents of EL students and, in turn, improve El students’ educational experiences and their
overall academic outcomes. Serving each and every individual student better is a goal that every
educator, administrator, school, and district must keep at the forefront of every discussion and
decision that they are a part of. It is the responsibility of each school community partner to do
their due diligence in ensuring that parents and students have access to the resources that they
need in order to continuously attain academic success and have a positive educational experience
that ensures academic excellence and higher educational options for every student.
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APPENDIX A: Interview Protocol, English
1. Have you received special training on how to effectively engage in school meetings? (K)
2. Have you been explained how each school meeting contributes to your student’s
educational experience? (K)
3. Who is the primary contact for information on school meetings and activities? (K)
4. If the primary contact is unavailable, what resources are available regarding school
engagement? (K)
5. Does the school provide information in your native language? (K)
6. Is the school able to provide support in your native language if any questions arise? (K)
7. Describe the role you play in improving educational practices. (K)
8. How do you feel your role compares to that of other stakeholders (i.e., teachers,
administrators, etc.)? (K)
9. How often do you reflect on the role you play in your student’s educational outcomes?
(K)
10. How often do you engage with teachers and school staff regarding your student’s
educational outcomes? (K)
11. How do you value your involvement in your student’s academic growth? (M)
12. What are your expectations in terms of your student’s educational goals? (M)
13. Do you feel confident in conversations you have with the school personnel? (M)
125
14. Describe in detail a conversation you had with the school personnel that resulted in you
receiving access to what you needed. (M)
15. Do you feel confident sharing your thoughts on school issues that impact your student’s
educational experience? (M)
16. Describe your experience during a time you raised an issue concerning your child’s
academic performance or school experience. (M)
17. How do you feel about participating in school meetings and activities? (M)
18. What can the school do to improve your feelings regarding participation in school
meetings and activities? (M)
19. Do you feel valued and supported by your student’s school? (M)
20. What can the school or district do to make you feel more valued and supported? (M)
21. Do you have access to documents and services in your native language? (O)
22. Does the school provide special training on how to effectively participate in school
meetings? (O)
23. What resources can the school provide to improve your ability to advocate for your
student’s educational experience? (O)
24. Do you know that there is a law that requires your child’s school or district to engage you
in policymaking and budget decisions? (O)
25. Have you ever been involved in changing or contributing to policy? (O)
126
26. Describe the environment of your school. (O)
27. How would you rate the school in terms of safety and friendliness on a scale of 1–5, with
5 being very safe and friendly and 1 being not? (O)
28. Describe your school’s attitude toward parent engagement. (O)

127
APPENDIX B: Interview Protocol, Spanish
1. ¿Ha recibido capacitación especial sobre cómo participar de manera efectiva en las
reuniones escolares? (K)
2. ¿Ha recibido instrucciones sobre cómo cada reunión escolar contribuye a la experiencia
educativa de su estudiante? (K)
3. ¿Quién es el contacto principal para obtener información sobre las reuniones y
actividades escolares? (K)
4. Si el contacto principal no está disponible, ¿qué otros recursos están disponibles con
respecto a la participación escolar? (K)
5. ¿La escuela proporciona información en su idioma nativo? (K)
6. ¿La escuela puede brindar apoyo en su idioma nativo si surge alguna pregunta? (K)
7. Describa el papel que desempeña en la mejora de las prácticas educativas. (K)
8. ¿Cómo siente que su rol se compara con la importancia de otras partes interesadas (es
decir, maestros, administradores, etc.)? (K)
9. ¿Con qué frecuencia reflexiona sobre el papel que desempeña en los resultados
educativos de su estudiante? (K)
10. ¿Con qué frecuencia interactúa con los maestros y el personal de la escuela con respecto
a los resultados educativos de su estudiante? (K)
11. ¿Cómo valora su participación en el crecimiento académico de su estudiante? (M)
12. ¿Cuáles son sus expectativas para las metas educativas de su estudiante? (M)
13. ¿Se siente seguro en las conversaciones que tiene con el personal de la escuela? (M)
14. Describa en detalle una conversación que tuvo con el personal de la escuela que resultó
en que usted recibiera acceso a lo que necesitaba. (M)
128
15. ¿Se siente seguro para compartir sus pensamientos sobre los problemas escolares que
afectan la experiencia educativa de su estudiante? (M)
16. Describa su experiencia durante un momento en que planteó un problema relacionado
con el rendimiento académico o la experiencia escolar de su hijo. (M)
17. ¿Cómo te sientes acerca de la participación en las reuniones y actividades escolares? (M)
18. ¿Qué puede hacer la escuela para mejorar sus sentimientos con respecto a la
participación? (M)
19. ¿Se siente valorado y apoyado por la escuela de su estudiante? (M)
20. ¿Qué puede hacer la escuela o el distrito para que se sienta más valorado y apoyado? (M)
21. ¿Tiene acceso a documentos y servicios en su idioma nativo? (O)
22. ¿La escuela brinda capacitación especial sobre cómo participar de manera efectiva en las
reuniones escolares? (O)
23. ¿Qué recursos puede proporcionar la escuela para mejorar su capacidad de abogar por la
experiencia educativa de su estudiante? (O)
24. ¿Sabe que existe una ley que requiere que la escuela/distrito de su hijo lo involucre en la
elaboración de políticas y decisiones presupuestarias? (O)
25. ¿Alguna vez ha estado involucrado en cambiar o contribuir a la política? (O)
26. Describa el entorno de su escuela. (O)
27. ¿Cómo calificaría la escuela en términos de seguridad y amabilidad en una escala del 1 al
5, siendo 5 muy segura y amigable y 1 no? (O)
28. Describa la actitud de su escuela hacia la participación de los padres. (O)

129
APPENDIX C: Document Analysis Protocol
Document Author Date
Published
Was it
used?
District or Site
Specific
Influence
Relevance
K, M, O

130
APPENDIX D: Informed Consent/Information Sheet
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy, Los Angeles CA, 90089

An Evaluation of the Effective Engagement of
English-language Students’ Parents in K–8th Grade Schools

You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part in them. This document provides information about the study. You
should ask questions about anything unclear to you.

The purpose of the study

This project aims to conduct a gap analysis to examine the root causes of the following
organizational problem: the ineffective engagement of parents of EL learners in RESD schools.
The analysis will focus on the causes of this problem as an outcome of gaps in the staff
members’ knowledge and skills, motivational, and organizational resources to engage parents,
and lack of parents’ access to the information necessary to engage and immerse themselves in
their child’s educational journeys. The analysis will begin by generating a list of possible or
assumed influences, which will be examined systematically to determine the actual or validated
causes.

PARTICIPANT INVOLVEMENT
If you agree to participate in this study, you will be asked to submit a signed consent form and
attend a 60-minute interview that will take place at an RESD school.

CONFIDENTIALITY
No identifiable information will be obtained for this study. Your name, address, and other
identifiable information will not be collected.

Required language:
The members of the research team, the funding agency, and individuals associated with the
University of Southern California’s Human Subjects Protection Program (HSPP) may access the
data. The HSPP reviews and monitors research studies to protect the rights and welfare of the
research subjects.

131
INVESTIGATOR CONTACT INFORMATION
The principal investigator of this study is Elizabeth Chavez Lobos, elobos@usc.edu, 661.305.6982
The faculty advisors are Darline P. Robles, Ph.D., dprobles@rossier.usc.edu, 562.355.8317] and

IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu

132
APPENDIX E: Consent Form, Spanish
Consentimiento informado/Hoja de información
Universidad del Sur de California
Escuela de Educación Rossier
3470 Trousdale Pkwy, Los Ángeles CA, 90089

Una evaluación de la participación efectiva de los padres de los estudiantes
de inglés en las escuelas de los grados K-8
Usted está invitado a participar en un estudio de investigación. Los estudios de investigación
incluyen solo a personas que eligen participar voluntariamente. Este documento explica la
información sobre este estudio. Debe hacer preguntas sobre cualquier cosa que no le quede clara.
PROPÓSITO DEL ESTUDIO
El propósito de este proyecto es realizar un análisis de brechas para examinar las causas
fundamentales del problema organizativo descrito anteriormente, la participación ineficaz de los
padres de estudiantes aprendices de inglés en los planteles escolares del Distrito Escolar
Roadrunner. El análisis se centrará en las causas de este problema como resultado de las brechas
en el conocimiento y las habilidades, la motivación y los recursos organizacionales del personal
para involucrar a los padres y a los padres para que tengan acceso a la información necesaria
para involucrarse y sumergirse en la vida de sus hijos. viajes educativos. El análisis comenzará
generando una lista de influencias posibles o supuestas que se examinarán sistemáticamente para
centrarse en las causas reales o validadas.
133
PARTICIPACIÓN DEL PARTICIPANTE
Si acepta participar en este estudio, se le pedirá que envíe un formulario de consentimiento
firmado y que participe en una entrevista de 60 minutos que tendrá lugar en una escuela del
Distrito Escolar Primario Roadrunner.
CONFIDENCIALIDAD
No se obtendrá información identificable en relación con este estudio. No se recopilará su
nombre, dirección u otra información identificable.
Idioma requerido:
Los miembros del equipo de investigación, la agencia de financiación y el Programa de
Protección de Sujetos Humanos (HSPP) de la Universidad del Sur de California pueden acceder
a los datos. El HSPP revisa y supervisa los estudios de investigación para proteger los derechos y
el bienestar de los sujetos de investigación.
INFORMACIÓN DE CONTACTO DEL INVESTIGADOR
La Investigadora Principal es Elizabeth Chavez Lobos, elobos@usc.edu, 661.305.6982]
Los Consejeros de la Facultad son Darline P. Robles PhD, dprobles@rossier.usc.edu,
562.355.8317] y [NOMBRE, CORREO ELECTRÓNICO, TELÉFONO].
INFORMACIÓN DE CONTACTO DEL IRB
Junta de Revisión Institucional de University Park (UPIRB), 3720 South Flower Street #301, Los
Ángeles, CA 90089-0702, (213) 821-5272 o upirb@usc.edu
134
Appendix F: Training Experience Survey
Thank you for participating in the training. As you know, your participation directly contributes
to your effective engagement and the overall educational experience and outcomes of your
students. Please provide feedback for us on how we can improve our training and its relevance to
better support and serve you. We look forward to your feedback, as it will help determine our
organization’s next steps.
~Roadrunner Elementary School District
Question Response
1. On a scale of 1–5, with 1 denoting a
high level of confidence and 5
indicating “I need more clarity and
support,” how informed do you feel
about the different types of meetings
(SSC, ELAC, Coffee with the principal)
and your role in actively participating in
such meetings?
Please circle one:

1 2 3 4 5
2. Do you receive meeting dates and times
in a timely manner through different
platforms (calls from the administration,
flyers, bulletins, parent square, and
social media)?
Please circle one:

Yes No
3. Have you received a copy of the
organizational chart or a visual aid that
identifies designated personnel that can
assist you with various needs such as
enrollment, attendance, counseling, and
health services?
Please circle one:

Yes No
4. Do you feel that you have access to at
least one individual at the school who
can support you and provide you access
to the resources you need?
Please circle one:

Yes No
5. Did you think that the content presented
was relevant to your needs as a parent?
Please circle one:

Yes No
6. Do you feel that your needs are met
when you visit the front office or engage
with the school personnel?
Please circle one:

Yes No
7. On a scale of 1–5, with 1 indicating
feeling very valued and 5 indicating
Please circle one:

135
feeling not valued, what score would
you give based on how you feel the
school values your engagement and
participation in school meetings and
activities?
1 2 3 4 5
8. On a scale of 1–5, with 1 representing
being very friendly and 5 representing
being not friendly at all, what score
would you give based on how you feel
that the school personnel are friendly
when you are attempting to engage in
the school?
Please circle one:

1 2 3 4 5
9. On a scale of 1–5, with 1 being very
helpful, friendly, and available and 5
being not helpful, friendly, or available,
how helpful, friendly, and available do
you feel the school assistant principal
is?
Please circle one:

1 2 3 4 5
10. On a scale of 1–5, with 1 being very
helpful, friendly, and available and 5
being not helpful, friendly, and
available, how helpful, friendly, and
available do you feel the school
principal is?
Please circle one:

1 2 3 4 5
11. How many school meetings have you
attended this year?
Please circle one:

5 or more between 2-4 at least 1 none
12. Is there anything that the school can do
to better serve you and or provide
additional training and support? Please
provide details.

If you would like to receive a follow-up call
or email, please provide your contact
information. OPTIONAL
Name:_______________________________
Email: _______________________________
Phone #: ____________________________

136
Appendix G: Training Experience Survey-SPANISH
Gracias por participar en la capacitación. Como sabe, su participación contribuye directamente a
su compromiso efectivo y a la experiencia educativa general y los resultados de su estudiante.
Envíenos sus comentarios sobre cómo podemos mejorar nuestra capacitación y su relevancia
para brindarle un mejor apoyo y servicio. Esperamos sus comentarios, ya que ayudarán a
determinar los próximos pasos de nuestra organización.
~ Distrito Escolar Primario Roadrunner
Preguntas Respuesta
1. En una escala del 1 al 5, siendo 1 mucha
confianza y 5 necesito más claridad y
apoyo. ¿Qué tan informado se siente
sobre los diferentes tipos de reuniones
(SSC, ELAC, Café con el director) y su
papel en la participación activa en tales
reuniones?
Por favor circule uno:

1 2 3 4 5
2. ¿Recibe las fechas y horas de las
reuniones de manera oportuna a través
de diferentes plataformas (llamadas de
la administración, volantes, boletines,
plaza de padres y redes sociales)?
Por favor circule uno:

Sí No
3. ¿Ha recibido una copia del
organigrama/ayuda visual que identifica
a las personas designadas que pueden
ayudarlo con diversas necesidades,
como inscripción, asistencia,
asesoramiento o servicios de salud?
Por favor circule uno:

Sí No
4. ¿Cree que tiene acceso a por lo menos
una persona en la escuela que pueda
apoyarlo y brindarle acceso a los
recursos que necesita?
Por favor circule uno:

Sí No
5. ¿Pensó que el contenido presentado era
relevante para sus necesidades como
padre?
Por favor circule uno:

Sí No
6. ¿Siente que sus necesidades se
satisfacen cuando visita la oficina o
interactúa con el personal de la escuela?
Por favor circule uno:

Sí No
7. En una escala de 1 a 5, siendo 1 muy
valorado y 5 no valorado, ¿qué
puntuación le daría en función de cómo
Por favor circule uno:

1 2 3 4 5
137
siente que la escuela valora su
compromiso y participación en las
reuniones y actividades escolares?
8. En una escala del 1 al 5, siendo 1 muy
amable y 5 nada amable, ¿qué puntaje le
daría basado en cómo siente que el
personal de la escuela es amigable
cuando intenta participar en la escuela?
Por favor circule uno:

1 2 3 4 5
9. En una escala del 1 al 5, siendo 1 muy
servicial, amable y disponible, y 5 no
servicial, amable o disponible, ¿qué tan
servicial, amable y disponible cree que
es el subdirector de la escuela?
Por favor circule uno:

1 2 3 4 5
10. En una escala del 1 al 5, siendo 1 muy
servicial, amable y disponible, y 5 nada
servicial, amable o disponible, ¿qué tan
servicial, amable y disponible cree que
es el director de la escuela?
Por favor circule uno:

1 2 3 4 5
11. ¿A cuántas reuniones escolares ha
asistido este año?
Por favor circule uno:

5 o más entre 2-4 al menos 1 ninguno
12. ¿Hay algo que la escuela pueda hacer
para brindarle un mejor servicio o
brindarle capacitación y apoyo
adicionales? Por favor proporcione
detalles.

Si desea recibir una llamada o un correo
electrónico de seguimiento, proporcione su
información de contacto. OPCIONAL
Nombre:_______________________________
Correo electrónico:
_______________________________
Teléfono #: ____________________________

138
Appendix H: 6 Month Post Training Experience Survey
Thank you for participating in the training six weeks ago. As you know, your ongoing
participation in the school directly contributes to your effective engagement and the overall
educational experience and outcomes of your students. Please provide feedback for us on how
we can improve our training and on your experience during the training phases. We look forward
to your feedback, as it will help determine our organization’s next steps.
~Roadrunner Elementary School District
Questions Response
1. How effective was your participation in
the training in informing you about the
different types of meetings (SSC,
ELAC, Coffee with the principal) and
your role in actively participating in
such meetings?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
2. Can you detail how you as a parent can
advocate for your child and help shape
policies that better serve them?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
3. How do you feel about engaging with
school personnel and attending site- and
district-level meetings?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
4. Can you share a recent experience in
which you or your child needed
something and were able to use the
organizational chart provided to you to
successfully contact the designated
individual who could provide you with
access to the resources or information
that you required?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
5. How do you feel about attending ELAC
and DELAC?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
6. What has your experience of attending
an ELAC or DELAC meeting been?
Please describe your participation.
______________________________________
______________________________________
______________________________________
139
______________________________________
______________________________________
7. How do you feel about attending SPSA
and LCAP planning meetings and
community forums?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
8. What has your experience been while
attending an SPSA or LCAP planning
meeting or community forum? Please
describe your participation.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
9. Is there anything that the school or
district can do to help support your
ongoing engagement and participation
in ELAC, SSC, DELAC, and LCAP
meetings and planning sessions?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
10. How satisfied are you with the access to
training, support, and resources
available to you via your school? Please
provide details.

______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
If you would like to receive a follow-up call
or email, please provide your contact
information. OPTIONAL
Name:_______________________________
Email: _______________________________
Phone #: ____________________________

140
Appendix I: 6 Month Post Training Experience Survey- SPANISH
Gracias por participar en el entrenamiento hace 6 semanas. Como sabe, su participación continua
dentro de la escuela está contribuyendo directamente a su compromiso efectivo y la experiencia
educativa general y los resultados de su estudiante. Envíenos sus comentarios sobre cómo
podemos mejorar nuestra capacitación y sobre su experiencia dentro de las fases de capacitación.
Esperamos sus comentarios, ya que ayudarán a determinar los próximos pasos de nuestra
organización.
~ Distrito Escolar Primario Roadrunner
Preguntas Respuesta
1. ¿Qué tan efectiva fue su participación en
la capacitación para informarle sobre los
diferentes tipos de reuniones (SSC,
ELAC, Café con el director) y su papel
en la participación activa en dichas
reuniones?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
2. ¿Puede detallar cómo usted, como
padre, puede defender a su estudiante y
ayudar a diseñar políticas que sirvan
mejor a su estudiante?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
3. ¿Cómo se siente al relacionarse con el
personal de la escuela y asistir a las
reuniones a nivel del sitio y del distrito?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
4. ¿Puede compartir una experiencia
reciente que haya tenido en la que usted
o su hijo necesitaba algo, pudo usar el
organigrama que se le proporcionó y se
comunicó con éxito con la persona
designada que podría brindarle acceso a
los recursos o la información que
necesitaba? ?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
5. ¿Cómo se siente acerca de asistir a
ELAC y DELAC?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
6. ¿Cuál ha sido su experiencia al asistir a
una reunión de ELAC o DELAC? Por
______________________________________
______________________________________
141
favor describa su participación. ______________________________________
______________________________________
______________________________________
7. ¿Cómo se siente acerca de asistir a las
reuniones de planificación y foros
comunitarios de SPSA y LCAP?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
8. ¿Cuál ha sido su experiencia al asistir a
una reunión de planificación o foro
comunitario de SPSA o LCAP? Por
favor describa su participación.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
9. ¿Hay algo que la escuela o el distrito
pueda hacer para ayudar a respaldar su
compromiso y participación continuos
en las reuniones y sesiones de
planificación de ELAC, SSC, DELAC y
LCAP?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
10. ¿Qué tan satisfecho está con el acceso a
la capacitación, el apoyo y los recursos
que están disponibles para usted a través
del sitio de su escuela? Por favor
proporcione detalles.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Si desea recibir una llamada o un correo
electrónico de seguimiento, proporcione su
información de contacto. OPCIONAL
Nombre:_______________________________
Correo electrónico:
_______________________________
Teléfono #: ____________________________

Abstract (if available)

Abstract This study aimed to examine the knowledge, motivational, and organizational influences that are currently impeding the successful engagement of parents of English-language (EL) students in the Roadrunner Elementary School District (RESD). The theoretical framework implemented in this study includes Clark and Estes’ (2008) gap analysis and evaluation model. The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) was used as a framework to develop an implementation plan for assessing the solutions presented to the RESD. Data was collected through interviews with parents of EL students in RESD schools with the highest EL student enrollment. Data was also collected through a document analysis of the district’s Local Control and Accountability Plan (LCAP) and the school’s Single Plan for Student Achievement (SPSA). Triangulation was conducted on the data to increase data validity and to develop a better understanding of the influences that negatively impact the engagement of EL students’ parents in the RESD. The findings of this study identified needs in terms of influences of knowledge, motivation, and organization. In other words, the findings highlighted knowledge gaps in the parents’ perspectives as well as a need for them to feel supported and valued by the schools they are associated with.

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Asset Metadata

Creator Lobos, Elizabeth Chavez (author)

Core Title An evaluation of the effective engagement of English-language students’ parents in UTK-8th grade schools

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership (On Line)

Degree Conferral Date 2023-12

Publication Date 09/11/2023

Defense Date 07/28/2023

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag English learner,gap analysis,native tongue,OAI-PMH Harvest,parent engagement,UTK-8th grade

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Robles, Darline (committee chair), Kellar, Frances Martinez (committee member), Mora-Flores, Eugenia (committee member)

Creator Email elobos@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113305085

Unique identifier UC113305085

Identifier etd-LobosEliza-12339.pdf (filename)

Legacy Identifier etd-LobosEliza-12339

Document Type Dissertation

Format theses (aat)

Rights Lobos, Elizabeth Chavez

Internet Media Type application/pdf

Type texts

Source 20230911-usctheses-batch-1095 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu