Walden University

College of Management and Technology

This is to certify that the doctoral study by

Jenaya Hope Ingram

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has been found to be complete and satisfactory in all respects,
IEand that any and all revisions required by
the review committee have been made.
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Review Committee

Dr. Brandon Simmons, Committee Chairperson, Doctor of Business Administration

Faculty
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Dr. Jorge Gaytan, Committee Member, Doctor of Business Administration Faculty

Dr. Matthew Knight, University Reviewer, Doctor of Business Administration Faculty

Chief Academic Officer and Provost

Sue Subocz, Ph.D.

Walden University
2020
 Abstract

Strategies for Improving Parent–School Partnerships to Enhance Private Schools’

Profitability

by

Jenaya Hope Ingram

MAS, Fairleigh Dickinson University 2015

BS, Fairleigh Dickinson University, 2007

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Doctoral Study Submitted in Partial Fulfillment
IE of the Requirements for the Degree of

Doctor of Business Administration

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Walden University
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December 2020
 Abstract

Private primary schools in the United States have experienced a decline in parent-school

partnerships, along with a reduction in income. School leaders need to understand the

benefits parent-school partnerships have on parent engagement, acquire additional

strategies to increase parent-school partnerships, and increase profitability. Grounded in

Epstein’s parent involvement partnership model, the purpose of this qualitative single

case study was to explore the strategies school leaders use to enhance parent-school

partnerships to increase profitability. The participants comprised 3 leaders of a private,

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faith-based elementary school in Maryland with at least 5 years of experience in the

education sector, including membership in the board of directors and the parent advisory
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board. Data were collected using semistructured interviews, organizational documents,

and AdvancED. Through thematic analysis, 4 themes emerged: the opportunity for
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leaders to identify areas of need and develop appropriate strategies, the value of engaging

parents strengthening communication efforts and improving parent-school partnerships,

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the opportunity to provide parents with a platform to express their concerns and needs as

it relates to parent-school partnerships and the opportunity for leaders to apply parent-

school partnerships strategies to increase finances and address parents’ needs. A key

recommendation is that school leaders engage families in school planning and volunteer

opportunities to increase parent-school partnerships. The implications for positive social

change may include providing school leaders with strategies to increase parent-school

partnerships that may translate into increased student learning, empowering students to

contribute to local communities.

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Strategies for Improving Parent–School Partnerships to Enhance Private Schools’

Profitability

by

Jenaya Hope Ingram

MAS, Fairleigh Dickinson University 2015

BS, Fairleigh Dickinson University, 2007

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Doctoral Study Submitted in Partial Fulfillment

IE of the Requirements for the Degree of

Doctor of Business Administration

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Walden University

December 2020
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 Dedication

I dedicate this doctoral study to my mom, who sacrificed her dreams at a young

age to ensure that I was able to live mine. I am forever indebted to you, without your

sacrifice, strength, love, and prayers, I would not have made it this far. Thank you and I

love you. To my nieces, nephews, and little cousins, please use my journey and the tools

God has given you to follow your purpose. To my guardian angels, my brother Shaiheen,

my best friends Dawn and Deron, as much as I want you all here with me in the physical

form, I know that you have been watching from above and cheering me on. To my

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ancestors, thank you for fighting the good fight so that this woman from New Jersey

could live your wildest dreams.

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This achievement would not have occurred without the dedication and knowledge

that I observed by working with my client organization. I am forever grateful to the

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participants who provided me with insight, encouragement, and hope. The willingness to

adjust your work process to make it better for the families that you serve showed me how
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much you value the students and their parents. I hope this research will provide other

school leaders, students, parents, and the community with additional knowledge and

skills to build positive partnerships. Thank you for willingness to be a part of this journey

with me, our interactions and the knowledge that you have shared will make me a better

leader and for that, I thank you with all my heart.

 Acknowledgments

There are so many people that I would like to thank, and if I miss a few, please

blame my mind not my heart. Mom, you have been the inspiration behind me advancing

my education. Thank you for all that you have done throughout this journey, there aren’t

enough words to express my gratitude. Grandma, thank you for keeping me sane and

letting me know how proud you are of me. To the rest of my family and my friends who

are more like family, words cannot express the love and gratitude that I have for each of

you. Thank you for celebrating my highs and ensuring I learned from my lows. God

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knew I needed each of you then and now. To my work family, thank you for being

supportive during a time where I questioned how I could balance it all. To all the families
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that I have met over the years, each of you has given me the courage to be a better

person, and I thank you for giving me the strength to move beyond any limitation.
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Finally, yet importantly, to my baby and the best support dog in the world, Louie, thank

you for bringing me joy.

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Dr. Garfield, you are much more than my mentor; the love, knowledge, and

support that you have poured into me will stay with me forever, and I will ensure I pass it

on to others. Dr. Simmons, thank you for jumping in during my transition to a new chair

with unwavering support and knowledge, I would not have been able to complete this

journey without you. I want to thank my second committee member, Dr. Jorge Gaytan for

his valuable input. I want to thank my URR, Dr. Matthew Knight, for his knowledge and

insight. Thank you all for taking the time to ensure that I have a polished and well

thought out study.

 Table of Contents

List of Tables ..................................................................................................................... iv

List of Figures ......................................................................................................................v

Section 1: Foundation of the Study......................................................................................1

Background of the Problem ...........................................................................................1

Problem Statement .........................................................................................................2

Nature of the Study ........................................................................................................3

Research Question .........................................................................................................4

Interview Questions .......................................................................................................5

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Conceptual Framework ..................................................................................................5
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Operational Definitions ..................................................................................................6

Assumptions, Limitations, and Delimitations................................................................6

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Assumptions............................................................................................................ 6

Limitations .............................................................................................................. 7
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Delimitations ........................................................................................................... 7

Significance of the Study ...............................................................................................8

A Review of the Professional and Academic Literature ................................................9

Transition .....................................................................................................................46

Section 2: The Project ........................................................................................................48

Purpose Statement ........................................................................................................48

Role of the Researcher .................................................................................................48

Participants ...................................................................................................................52

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 Research Method and Design ......................................................................................54

Research Method .................................................................................................. 54

Research Design.................................................................................................... 56

Population and Sampling .............................................................................................58

Ethical Research...........................................................................................................59

Data Collection Instruments ........................................................................................62

Data Organization Techniques .....................................................................................67

Data Analysis ...............................................................................................................68

Reliability and Validity ................................................................................................71

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Reliability.............................................................................................................. 71
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Validity ................................................................................................................. 72

Transition and Summary ..............................................................................................74

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Section 3: Organizational Profile .......................................................................................75

Key Factors Worksheet ................................................................................................75

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Organizational Situation ....................................................................................... 82

Leadership Triad: Leadership, Strategy, and Customers .............................................86

Strategy ................................................................................................................. 89

Customers ............................................................................................................. 92

Results Triad: Workforce, Operations, and Results.....................................................97

Workforce ............................................................................................................. 97

Operations ........................................................................................................... 102

Measurement, Analysis, and Knowledge Management ...................................... 106

ii
 Collection, Analysis, and Preparation of Results.......................................................111

Product and Process Results ............................................................................... 111

Customer Results ................................................................................................ 112

Workforce Results .............................................................................................. 114

Leadership and Governance Results ................................................................... 115

Financial and Market Results.............................................................................. 119

Key Themes ........................................................................................................ 120

Project Summary........................................................................................................122

Contributions and Recommendations ........................................................................123

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Implications for Social Change ........................................................................... 125
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Recommendations for Action ............................................................................. 126

Recommendations for Further Research ............................................................. 128

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Reflections .......................................................................................................... 129

Conclusion .......................................................................................................... 130

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References ........................................................................................................................131

Appendix A: DBA Research Agreement .........................................................................167

Appendix B: Interview Protocol ......................................................................................172

Appendix C: Interview Questions ....................................................................................173

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 List of Tables

Table 1. Literature Review ................................................................................................11

Table 2. Key Customers and Stakeholder’s Requirements ................................................80

Table 3. Key Suppliers, Partners, and Collaborators .........................................................82

Table 4. Strategic Context..................................................................................................85

Table 5. Organizational Responsibilities ...........................................................................89

Table 6. Goals, Strategic Initiative, Action Plans ..............................................................91

Table 7. Voice of the Customer .........................................................................................93

Table 8. Leadership and Governance Results ..................................................................116

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Table 9. AdvancED Mission and Values .........................................................................117
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Table 10. Archdiocese of Washington Policies for Catholic Schools .............................118

Table 11. Archdiocese of Washington Statistics and Services ........................................118

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iv
 List of Figures

Figure 1. Hiring Process ................................................................................................... 99

Figure 2. XYZ Engagement Results. .............................................................................. 114

Figure 3. XYZ Fundraising Efforts. ................................................................................ 119

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v
 1
Section 1: Foundation of the Study

In this study, I used the 2015-2016 Baldrige Performance Excellence Framework

as the structure for a holistic evaluation of my assigned client organization to explore

parent school partnership strategies that school leaders use to enhance private schools’

profitability. I used the research question to explore the specific business problem and the

conceptual framework as a lens to understanding the findings. As a requirement of

Walden University’s Doctor of Business Administration (DBA) Consulting Capstone, I

served as both the researcher and the consultant.

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Background of the Problem
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Parent–school partnerships have become a concern in schools around the world.

Steyn and Kimu (2013) mentioned the importance of parent-engagement and the
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instrumental role that engagement plays in the lives of students, families, and schools.

Researchers have established a correlation between parent–school partnerships and parent

engagement (Povey et al., 2016). There has been minimal research on the role of parent–
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school partnerships and school profitability. Maney, Scanlon, and Goldschmidt (2013)

are three of a few researchers who have explored how parent–school partnerships

influence school profitability. Maney et al. implied the need for school leaders to

collaborate with parents, pastors, school leaders, and the community to address parent–

school partnership challenges. Parent involvement is a vital component of parent–school

partnerships.

School leaders must involve parents in aspects of the school beyond student

learning. Nitecki (2015) and Day (2013) suggested that doing so would increase parental
 2
engagement and empowerment. As a result, the leadership strengthens its relationship

with parents (Day, 2013). Steyn and Kimu (2013) indicated that without parent

involvement, student achievement decreases. Effective parent–school strategies are vital

to school quality and performance (Strier & Katz, 2016). It is crucial for school leaders to

personalize their engagement strategies to meet and exceed the expectations and

requirements of students and parents (C. Campbell, Dalley-Trim, & Cordukes, 2016). By

implementing positive engagement strategies, school leaders create lasting relationships

with students and parents.

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Problem Statement
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Successful parent–school partnerships increase private schools’ income (Povey et

al., 2016) and are vital for K-12 private schools’ success (C. Campbell et al., 2016).
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Private schools have experienced a reduction in income for several reasons, including a

12% decrease in K-12 private school enrollment in the United States between 2004 and

2014 (U. S. Department of Education, 2017) and a decline in parent–school partnerships

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(U. S. Department of Education, 2016). The general business problem is that K-12

private school leaders are experiencing a decrease in parent–school partnerships and

profitability. The specific business problem is that some K-12 private school leaders lack

strategies to enhance parent–school partnerships to increase profitability.

Purpose Statement

The purpose of this qualitative single case study was to explore the strategies

leaders of K-12 private schools use to enhance parent–school partnerships to increase

profitability. The target population consisted of three leaders of a private faith-based

 3
elementary school in Maryland with successful experience in enhancing parent–school

partnerships to increase profitability. The implications for positive social change include

the potential to provide school leaders with strategies to enhance parent–school

partnerships to increase profitability. Meaningful parent-school partnerships improve the

success of a school (Nitecki, 2015). Effective parent-school partnerships are beneficial to

student learning (Povey et al., 2016). Increased student learning translates into an

increase in educational preparation of students, which may translate into students making

important contributions to the local community and beyond.

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Nature of the Study
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Three research methodologies available to researchers are qualitative,

quantitative, and mixed. I used the qualitative method for this study. Researchers use the
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qualitative method to explore multifaceted issues (Choy, 2014). Researchers use the

qualitative method to obtain feedback from participants regarding their experiences

(Castillo-Montoya, 2016; Cox, 2012). I used the qualitative research method because I
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received feedback and related documentation from participants. Researchers use the

quantitative method to examine data to test hypotheses about the significance and nature

of variables’ relationships (Corner, 2002). Therefore, the quantitative method is

inappropriate for this study because I did not examine data to test hypotheses for

examining variables’ relationships or differences. Researchers use the mixed-method

research methodology when combining both qualitative and quantitative research

methodologies (C. A. Green et al., 2014). Because there is no quantitative component to

the study, the mixed method is inappropriate.

 4
The research designs available to this project included phenomenological,

ethnographic, and case study. I used the case study research design because I explored the

what, how, and why of a phenomenon, which in this case is enhancing parent–school

partnerships to increase profitability. Researchers use this design to explore a case, bound

in time and place using interviews conducted in real situations (Dasgupta, 2015; Yin,

2018). One of the advantages of using a case study design is the partnership between the

researcher and the participants, including the researchers’ opportunity to encourage

participants to provide information that pertains to the what, how and why of the research

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topic (Hyett, Kenny, & Dickson-Swift, 2014). Researchers use the phenomenological
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design to interpret individuals’ lived experiences (Chan, Fung, & Chien, 2013) and

philosophical foundations of knowledge (Dowling & Cooney, 2012). Phenomenology is

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inappropriate for this study because I did not study the meaning of individuals’ lived

experiences or explained philosophical foundations. Researchers use the ethnographic

design to study the culture of groups of people (Zilber, 2014). Ethnography is a broad
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approach, which involves direct observations of particular members’ activities (Symons

& Maggio, 2014). Ethnography was inappropriate for this study because I did not study a

group’s culture or observe the activities of members of a culture.

Research Question

The overarching research question for this study is: What strategies do leaders of

private K-12 schools use to enhance parent–school partnerships to increase profitability?

 5
Interview Questions

1. What strategies do you use to enhance parent–school partnerships to increase

profitability?

2. How do you communicate with parents regarding enhancing parent-school

partnerships to increase profitability?

3. How do you assess the success of the strategies you have used to enhance parent-

school partnerships in your school to increase profitability?

4. How do you communicate strategies to enhance parent-school partnerships

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throughout the organizational ranks and among stakeholders?
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5. What additional information would you like to share about “lessons learned”

regarding strategies to enhance parent-engagement and increase profitability?

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Conceptual Framework

The conceptual framework I used in this study was Epstein’s (2010) parent

involvement partnership model. Epstein stated it is essential for school leaders to view
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students as individuals because it helps link families to the school and greater

community. Epstein emphasized the importance of school leaders building successful

partnerships with families to improve engagement and organizational success. The goal

of the parent involvement partnership model is to promote stronger communities and

more sucessful and sustainable schools. Epstein’s model provided a lens for

understanding strategies school leaders use to enhance parent-school partnerships to

increase profitability. The parent involvement partnership model was beneficial to this

study because it provided a means for understanding and explaining the successful
 6
strategies school leaders use to enhance parent–school partnerships to increase

profitability.

Operational Definitions

Financial viability: Financial viability related to schools includes measuring

actual and planned outcomes. School leaders, who have increased financial viability plan

resources, manage performance and concentrate on growing profits (Swift, 2012).

Parent-engagement: Parent-engagement includes parent and school leaders

working together to advance the learning, development, and health of children (Eisner &

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Meidert, 2011). Effective parent engagement strategies comprise of parents and school
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leaders holding equal amounts of trust (Strier & Katz, 2016).

School partnership: Nitecki (2015) described partnerships as a child-focused

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approach in which families and leaders work together to improve opportunities and

success for children developmentally.

Assumptions, Limitations, and Delimitations

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Assumptions

Assumptions are principles based on logic but without verification (Fan, 2013). I

assumed that participants of this study would be accessible, honest, anddirect, and

provide thorough responses to interview questions and access to supplementary

documents and data. It was also an assumption that using the criteria for performance

excellence in the Baldrige Excellence Framework as a tool to evaluate XYZ company

(pseudonym) would provide a system-based perspective for the evaluation of the research

question. Another assumption was that using semistructured interviews along with
 7
XYZ’s organizational documentation would result in a greater understanding of parent–

school partnerships within the organization. Researchers’ assumptions influence and

shape the research (Kirkwood & Price, 2013). The data and materials collected assisted

with deciding the authenticity of these assumptions.

Limitations

Limitation sections are valuable for understanding weaknesses of the research

efforts (Brutus, Aguinis, & Wassmer, 2012). Limitations are weaknesses that are out of

the researcher’s control (Bell, 2014). Qualitative studies including participant interviews

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maybe limited by bias (Opdenakker, 2006). Leaders may not remember every experience
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or event, creating participant bias.

For this study, interviews were restricted to three senior leaders, which took place via
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telephone and, for this reason; the reduced number of senior leaders was a limitation.

Another limitation of this research study was that interviewees came from one faith-based

private school in Maryland. The research study did not extend beyond this geographical
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location nor did it include experiences from other private schools throughout the United

States. Accepting data from leaders at only one faith-based private school eliminated

experiences of school leaders of other faith-based private schools.

Delimitations

Marshall and Rossman (2016) and Ellis and Levy (2010) identified delimitations

as restrictions that confine the scope of a study. The delimitations of this study were the

population and location. The research population consisted of three school leaders from

the assigned client organization, each with more than 5 years of experience. Each senior
 8
leader worked at the same faith-based private school in the Maryland area and had

experience with the school’s parent-school strategies and finances. I was limited to the

experiences of school leaders from only one faith-based private school. The research

study did not contain experiences from other faith-based private school leaders from

different regions of the United States.

Significance of the Study

Contribution to Business Practice

This study is of value to the practice of business because of the financial benefits

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of parent-school partnerships. Similar school leaders could use this model to increase
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parent-school partnerships and school profitablility. By developing a model to

implement, school leaders may be able to review progress and develop action plans to
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engage families better. School leaders have a responsibility to ensure their students reach

their fullest potential; implementing a model may help them do so.

The data obtained during interviews uncovered evidence that fills a gap in the
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literature by linking views from previous research regarding parent-school partnerships of

both school leaders and families in K-12 private schools. Improved parental involvement

can lead to better business practices by providing school leaders with practical strategies

to prepare students for successful educational and professional careers. The potential

contributions of this study to professional or practitioner application were to provide

leaders with strategies to increase parental involvement and financial stability.

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Implications for Social Change

The implications for positive social change include the potential to provide school

leaders with strategies to increase parent-school partnerships. Effective parent–school

partnerships can contribute to social change by creating an encouraging environment and

motivating parents and school leaders to engage with one another (Alameda-Lawson,

2014). After this study, I could educate school leaders on the effects of improving parent

involvement efforts. By implementing the recommendations from this study, including

improved communication with families, the leaders of the K-12 private schools may form

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partnerships with students, families, and the community, which may assist with
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increasing engagement and eventually improving the school’s profitability.

A Review of the Professional and Academic Literature

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The purpose of this qualitative single case study was to explore the strategies

leaders of K-12 private schools use to enhance parent–school partnerships to increase

profitability. A comprehensive and logical literature review provides a foundation for the
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examination of a research topic (Mikesell, Bromley, & Khodyakov, 2013). By

conducting literature reviews, researchers contribute to previous research about the

research topic and integrate the findings related to the research study topic. In this

literature review, I provided a thorough examination of the research topic. I organized

this review of parent engagement to align with Epstein’s (2010) parent involvement

partnership model. Researchers using this model to assert active communication between

school leaders and parents lead to an increase in recruiting, volunteering, and community

collaborations (Lindberg, 2014). Epstein first introduced the parent involvement

 10
partnership model, formerly known as the school-family-community-partnership model

in the late 1980s, which was revised in 1995 and again in 2010, this model has become

significant to parent involvement research.

Numerous researchers have explored parent involvement. Several researchers

studied the socioeconomic effects on parent involvement (Kingston, Huang, Calzada,

Dawson-McClure, & Brotman, 2013) while others have explored the impact parent

involvement has on parent and school leader relationships (Stefanski, Valli, & Jacobson,

2016). There is little research on the link between parent–school partnerships and school

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profitability (Steyn & Kimu, 2013). Epstein’s examination of parent involvement implies
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that when parents and school leaders work together, the connections between these two

groups strengthens, leading to an increase in student and school success.

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Process for Gathering Information

I gathered scholarly articles from multiple databases including Google Scholar,

The National Center for Education Statistics, United States Department of Education, and
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the Archdiocese of Washington. I searched the Walden University online library,

ProQuest, SAGE, Education Source, ERIC, and Thoreau Multi-Database. I used the

following keywords: parent-engagement, parent-engagement strategies, parent–school

partnerships, financial viability, parent involvement, service learning, communication

with parents, community collaboration, parent volunteering, decision-making, the effects

of parent involvement, barriers to engagement, private school funding, private K-12

parent-engagement, and school profitability to search each database. All keywords were
 11
included in all search fields (including keywords, titles, and full text) while exploring

databases for current scholarly resources.

The search results included books, nonpeer-reviewed articles, peer-reviewed

journal articles, some of which were outside the required 5-year range (See Table 1). I

gathered scholarly data and information in compliance with the DBA’s requirement. The

requirement is that the sources used in the literature review have publication dates within

5 years (i.e., 2016-2020) of the anticipated approval of the study from Walden’s chief

academic officer to ensure the literature used is current.

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Table 1

Literature Review

Source
IE Total # # Within 5-Year Percentages
Range
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Books 7 4 57%
Peer-reviewed 233 104 45%
articles
Dissertations 2 2 100%
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Total 242 110 45%

Epstein’s Parent Involvement Partnership Model

Epstein’s (2010) parent involvement partnership model was the lens for my

review of professional and academic literature. Epstein theorized by improving school,

family, and community partnerships, parents understand their partnership role and work

together with school leaders and the community to create programs and opportunities for

their children. When parents, school leaders, and the community view each other as

partners, a supportive and uplifting environment is formed (Epstein, 2010). Garbacz et al.

Reproduced with permission of copyright owner. Further reproduction prohibited without permission.