This project examined family involvement of at risk students in mid-west communities. The purpose of this project was to study the affect of family involvement on at-risk student achievement. The redefining of the perception of America has resulted in a crisis of academic performance in the traditionally slow-changing education systems. This topic emerged through a problem-based perspective focusing on increasing at risk student learning on the secondary level. The project team created standards based upon secondary level best practices, real world experiences, and data collected from mid-west school districts.

The project consisted of researching best practices of family engagement, modifying standards based upon family involvement models and developing a data collection instrument to validate recommendations. Prominent researchers of family engagement models were Joyce Epstein, Don Davies and James Comer. The team created standards based upon the above-mentioned researchers. These standards encompass the best practices of engaging families of at-risk students. The team created a data collection instrument, which consisted of an expert panel questionnaire that validates the project standards and recommendations. Also produced was an inventory to help schools take stock in their present level of at-risk family engagement programs and a guide to assist schools to improve their deficiencies.

The data collected from the questionnaire provided both quantitative and qualitative measures. The quantitative data was collected using a Likert scale and qualitative data was collected using open-ended questions. The data from the questionnaire was analyzed and served as the catalyst to explore, explain, and compare the perceptions, attitudes, and behaviors of best practices concerning at-risk family involvement. The project team recognized that the project standards of family involvement programs led to an increase in student learning, graduation rates and higher levels of engagement for at-risk students.