This report describes the implementation of portfolio assessment in order for students and parents to become more aware of students' academic growth in writing for first/second grade students and math for seventh grade students. The targeted population consisted of elementary and middle school students in two middle class communities, located in the northwest suburbs of a major metropolitan city. The problem of the students and parents not being aware of students' academic growth were documented through parent, teacher, and student surveys, a student questionnaire, and anecdotal records of students' attitudes. Analysis of probable cause review of literature revealed that students, parents, and teachers reported a lack of understanding and awareness of students' academic growth. Professional literature revealed probable causes for the lack of the awareness of students' growth were a lack of communication between the school and home, use of traditional assessments, and the reliance of standardized tests. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem, resulted in the selection of implementing portfolio assessment as a means of intervention. Results indicated that parents, teachers, and students became more aware of academic growth in writing and mathematics. Appendixes contain survey instruments, student questions, and forms to record students' goals and reflections on writing and math. (Contains 32 references, 3 tables, and 11 figures.) (Author/RS)