The impact of a parent-school partnership program on elementary school children's reading achievement and attitudes is being evaluated over five years. The program involves the parents in children's reading activities and allows them to influence their children's attitudes toward school achievement. Participating parents agree to support seven family goals to enhance reading and to keep a log of activities and progress. In six experimental and six comparison schools, reading achievement gains were assessed using the Metropolitan Achievement Test, the family log, a reading inventory, and a parent survey. Achievement gains were above national averages in all schools, with experimental schools slightly favored. Parents in both groups reported similar patterns of helping their children and similar perceptions of improved attitudes on the childrens' part. Over half the students said they liked to read; a fifth felt stories they read in school were too long or difficult. Strong positive correlations were found between improved reading, setting aside a specific time for study, and parental help with homework. Most of the parents (76%) considered the program to be a happy one; only about half felt it was easy. (MGD)