Pemberton and Miller (2015) conducted two phases to assess the effect of parental involvement in a Title I school with a history to low reading achievement. In this study, a principal, parent liaison, two first-grade teachers, and four low-income families participated. In particular, it was expressed in Phase I through interviews with the administrators and teachers that the lack of parental involvement conveyed that parents do not value their children's education; therefore low-income children continue to perform poorly in academic. Next, in Phase II, teachers’
Pemberton and Miller (2015) conducted two phases to assess the effect of parental involvement in a Title I school with a history to low reading achievement. In this study, a principal, parent liaison, two first-grade teachers, and four low-income families participated. In particular, it was expressed in Phase I through interviews with the administrators and teachers that the lack of parental involvement conveyed that parents do not value their children's education; therefore low-income children continue to perform poorly in academic. Next, in Phase II, teachers’