Given recent budgetary gaps in public education, many civic and educational leaders have relied upon private sources of funding for US public schools, including funds raised by parents. Yet parents' role as economic actors in public education has been largely unexplored. Drawing from a qualitative study of parent engagement, fundraising, and school change in Chicago public schools, I explore the educational investments of a largely White group of middle- and upper middle-class parents and how they understand their collective engagement in relation to educational disparities. The findings show that parents were not only consumers through school choice, but also economic brokers of private capital via their fundraising efforts and producers of urban school change. Despite their stated commitments to public education and desire for diversity, most parents worked with and for a more selective public in their school change efforts, exacerbating resource disparities in the segregated urban district. The findings highlight the tensions and equity issues that arise when White, economically advantaged parents are positioned as consumers within neoliberal urban educational contexts while simultaneously called upon to support, sustain, and improve the public schools they choose for their children.