Abstract
Parents whose children were identified as being at-risk for academic difficulties following a transfer into a new school were involved in either a school-based tutoring program or a school-based tutoring program with a parent training component. When parents actively worked with their elementary school age children at home, the children evidenced better grades at the end of the school year. A variety of other social adjustment measures also indicated that when parents and school-based personnel worked together in the preventive effort, the outcomes were more favorable.
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