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Abstract

Ten middle school principals of Title I charter schools were interviewed in this qualitative, phenomenological narrative study to explore the influence of parental involvement on students’ success in Title I charter schools in Texas as perceived by middle school principals. Each interview was analyzed before combining them to develop a complete picture of the phenomenon. Coding and pseudonyms were used for each participant to maintain anonymity and confidentiality of data and records in the study. The findings suggest that most of the principals considered parental involvement as a combination of different expectations set for both parents and school. Thus, school and the parents must work together and take joint responsibility for the students’ education in school. Other findings from this study suggest that charter school principals are experiencing less parental involvement as students move from elementary to middle school. Finally, the findings from this study affirm that all principals strongly believe that parental involvement has a strong influence on students’ success.

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