TITLE:  The Influence of Parental Engagement on the Academic Performance and Social, Emotional, and Academic Development of Elementary English Language Learners in Urban Public Schools.

ABSTRACT: This qualitative action research study examined how culturally responsive parental engagement influences the academic, social, emotional, and developmental outcomes of elementary English Language Learners (ELLs) in two urban schools. Over a two-month cycle, the researcher used interviews, focus groups, and document analysis with 24 participants (parents, teachers, and administrators) to explore engagement practices. Guided by Epstein’s framework and Bronfenbrenner’s ecological systems theory, thematic analysis revealed four patterns: bilingual communication access, home–school collaborative learning, culturally inclusive programming, and systemic barriers to engagement. Findings show that bilingual communication, culturally responsive teaching, and family-centered learning opportunities increased parental involvement and student motivation by approximately 40%. The study concludes with recommendations at the professional, programmatic, and policy levels, emphasizing that culturally responsive engagement is essential for trust, equity, and holistic growth among urban ELL students.

COMPLETED:  December 2025