Date

5-23-2025

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Treg Hopkins

Keywords

urban education, school choice, empowerment, parent satisfaction, parental involvement

Disciplines

Education

Abstract

This quantitative causal-comparative study examines the influence of parental satisfaction on school choice, parental involvement, and socioeconomic status in suburban, rural, and urban elementary schools. The Parent Involvement Satisfaction Survey (PISS) and the Parenting Satisfaction Scale (PSS) were administered to a purposive sample of parents (N = 126) from Texas public elementary schools through online surveys. The primary objective was to explore how parental satisfaction varies by community type (suburban, rural, or urban) and socioeconomic factors. Data were analyzed using a two-way analysis of variance (ANOVA) to assess differences in parental satisfaction based on school location and socioeconomic status. Results revealed statistically significant differences (p < .05) in parental satisfaction across the different community contexts. Specifically, parents in suburban communities reported higher levels of satisfaction compared to their urban counterparts, highlighting disparities related to educational quality and access. The study concludes that parental satisfaction is a crucial factor in shaping parental involvement and school choice, with socioeconomic status and school context playing significant roles. The findings suggest that educational policies need to be adapted to address these disparities, focusing on increasing equity and access to high-quality education in underserved areas. Recommendations include the development of targeted interventions to improve parental involvement and satisfaction in urban and low-socioeconomic areas, as well as further research to examine the long-term impact of these factors on student achievement and retention.

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