This convergent mixed methods research study sought to explore the impact of perceived partnerships among schools and families at a rural Midwest secondary Title I school. The impact of perceived partnerships was generally defined as school communications, partnership programs, parental self-efficacy, and student achievement. Respondents completed a quantitative family engagement survey in September 2023. An outside facilitator led a focus group in October 2023. The researcher conducted separate analyses of the data sets. The analysis of quantitative data revealed generally positive attitudes from parents toward engagement. The analysis of qualitative data revealed issues of parental technology accessibility, faculty attitudes, timing conflicts for school events, and homework accessibility. When converged, the data sets revealed similarities in key areas: Parental Technology Proficiency, Faculty Attitudes Toward Children, Homework Accessibility, Encouragement of Children, and the Establishment of Partnerships. Findings demonstrate that an implementation of a structured partnership program may help foster stronger communication between faculty and parents, continued high levels of academic socialization among parents and children, and greater understanding of technology platforms as parents monitor and promote academic 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.]