Throughout history, Black, non-Hispanic students have performed lower in reading and mathematics than their White, non-Hispanic counterparts. Many researchers have argued that this is a result of systemic racism, lack of cultural awareness, and parent engagement barriers. Parent engagement is a critical component of student achievement. When parents are involved, students are more likely to receive higher grades, have greater attendance, and are less likely to be suspended. Although research has been conducted for over 40 years on parent engagement, and studies have identified it as a key contributor to student success, it is still an ever-evolving phenomenon to educators and other K-12 education stakeholders. School personnel seek to determine the best ways to engage parents and develop meaningful partnerships in an effort to close the achievement gap for Black, non-Hispanic students. As a result, this study sought to provide additional clarity on the specific types of engagement that yield the greatest results for Black, non-Hispanic students from diverse socioeconomic backgrounds. This study used ECLS-K: 2011 data to analyze which forms of parental engagement are more effective for students from various socioeconomic backgrounds. The researcher uses three categories for parental engagement: (a) parents' involvement in children's learning, (b) parents' involvement in children's schooling, and (c) parents' involvement in children's school. Each category is analyzed using correlation coefficients. Research data yielded limited statistical significance regarding specific forms of Black, non-Hispanic parental engagement and its effect on student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]