The structure of educational institutions has frequently been at the center of education reforms in recent years. Beginning with the school choice movement, advocates of market-based approaches have infused school systems with policy tools that aim to increase the efficiency and effectiveness of schools while also satisfying consumers (parents and families). School choice, contracting, and performance management are major features of these systems. However, schools in the United States traditionally doubled as neighborhood centers connecting community members to each other. This dissertation explored the relationships between market-based district governance approaches and the levels of engagement and coproduction exhibited by a school community. I used three different datasets to empirically investigate these relationships. The first dataset included national data from the 2017-18 National Teacher and Principal Survey (NTPS) to explore principal perceptions of parent behaviors. The second two datasets were created from the National Center for Charitable Statistics (NCCS) IRS 990 data to measure levels of coproduction from school-supporting nonprofits. I found that, in general, levels of coproduction are no different between districts with traditional and market-based governance models. However, different types of schools and nonprofits behave differently in these contexts.