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Abstract
This dissertation uses action research to explore the impact of family engagement on underperforming students in a rural elementary school. It is guided by Epstein’s Overlapping Spheres of Influence theory, emphasizing school, family, and community partnerships. The study aimed to examine how specific family engagement strategies impact student achievement. It investigates the impact of family engagement on underperforming students in a Title 1 school, how families and educators conceptualize family engagement, and how rural contexts influence engagement practices. A total of ten findings and four themes emerged from data analysis throughout the study. The following themes emerged from the findings of the study: 1) The transformation impact of family engagement on student achievement, 2) Strengthened family and school relationships, enhancing trust, communication, and partnerships between families and schools, 3) Improved parental knowledge, support, and capacity to provide academic support at home, 4) Increased collaboration with the community to leverage community resources. The study emphasizes the importance of family engagement in improving student outcomes, especially in rural areas, and demonstrates the effectiveness of action research in improving school practices.