The purpose of this study was to examine the parental mindset (fixed or growth) of middle school student parents; findings indicated a noticeable difference between growth mindset and fixed mindset in each of the participating school districts across three District Reference Groups (DRG) classifications. This study also investigated if there was pre-COVID to post-COVID change in student achievement; finding a significant difference between the 2021-2022 and 2018 -2019 Connecticut Smarter Balanced Test Scores in Math across DRG classification, with an overall 6% decrease in students who met or exceeded grade-level post-COVID, although no significant difference was found for ELA. Lastly, the overall findings support the concept of parental education mindset developed by the researcher for the purpose of this study; the researcher defined the concept of parental education mindset as the belief or expectation a parent has towards a school/school district’s resources and ability to teach knowledge, impacting student achievement. Thus, the implications for practice recommended in this study may provide school districts with insight into building a strong foundation for school/parent partnerships.