The unprecedented challenges during the COVID-19 pandemic led teachers to innovatively shift their teaching methods. These pioneering practices inspired this study's "Elevated Family-Teacher Partnership" intervention which was designed to provide equitable guidance and communication for all families. This dissertation, in practice, measured the intervention's impact in a first-grade classroom in Hanahan, South Carolina. A mixed-methods design surfaced the intervention's influence on the family-teacher relationship and each child's academic achievement. The data indicated increased parental efficacy, engagement, and academic growth during the 12-week intervention for all participating families. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]