This article describes the development and evaluation of a classroom-based, low-cost intervention to increase parents' involvement in their children's education. In Phase 1 of the study, 17 parents of 8th grade students in a low-income, high immigrant and minority school district were interviewed to conduct a qualitative assessment of factors related to at-home and at-school parent involvement and to assess the feasibility and acceptability of the planned intervention. In Phase 2 of the study, 192 students in nine 8th grade English classes were given weekly homework for seven weeks that required parent-child interaction to complete the assignment. Three of these classes were randomly selected to receive teacher outreach to initiate parent-teacher bidirectional communication with students' parents. The main hypothesis was that teachers would have bidirectional conversations of at least five minutes duration with a greater proportion of intervention class parents than with control class parents. Additional hypotheses were that intervention class students would submit more homework assignments and have higher homework grades than control class students. These hypotheses were confirmed by chi-square analysis, p less than 0.001. The study demonstrated that a low-cost intervention to improve parent involvement at home and at school among 8th grade students' parents is feasible, acceptable to all stakeholders, and effective. (Contains 6 tables and 1 figure.)