The continuing rise in economic inequality has caused disparities between wealthy and low-income families in academic achievement, parental involvement, and adult occupational attainment. School leaders have created community schools as a strategy to combat the adverse effects of poverty on students and their families and meet the needs of the whole child. The community school serves as a central "hub" where students and families can access health and mental health services, social services, expanded learning opportunities, and other supports many low-income families desperately need. Research has shown the unique elements of the community school have had positive effects on academic achievement, attendance, and high school graduation rates; however, research on community schools' effects on nonacademic outcomes for students and families, including the effect on parent-school social capital, is limited. This study aimed to quantitatively examine the effect NYC community schools have on parent-school social capital, compared to "traditional" NYC public schools. The data from this study revealed community schools had a small negative effect on parent-school social capital, raising the question: What aspects of the community school model need to be altered to improve the relationships with the parents they serve? [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]