This comparative case study was conducted to explore how family contributions are garnered and allocated at two socioeconomically different schools in Kansas and how those contributions mitigate or exacerbate existing inequities between schools. The Parent Teacher Association at each school was a focus of the study as it is the main avenue for parent contributions and engagement at the elementary level. The findings reveal that families at the more affluent school contribute far greater sums of money and far more volunteer hours than families at the less affluent school. This was expected and lines up with the literature on this subject. The data from interviews with principals and PTA members provide insights into the ways that parent contributions exacerbate inequities between the two schools. These inequities show up in the amount money and resources available to the schools, the experiences and opportunities provided to students, the workload of teachers and staff at the schools, and the way families are able to use their social and cultural capital to secure advantages for their children. Recommendations for practice include districts implementing policies to monitor and regulate private contributions to ensure equity between schools. For schools with low parent engagement, finding ways for families to engage with school that consider their culture, language and preferences. This study is limited by the number of schools in this study, who participated in the study and the focus just on contributions garnered through the PTA. [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/en-US/products/dissertations/individuals.shtml.]