Reviewed research findings with respect to family influences on student achievement. Five family and home environmental factors that affect student achievement and whose effects may be altered through intervention were identified: parent expectations and attributions, structure for learning, home affective environment, discipline, and parent involvement. Researchers have used different instruments, and data collection and data analysis procedures, and defined family factors differently, there is convergence in the family factors critical for students' success. Recommendations provided for school psychologists to increase student opportunity to learn by providing families direct and indirect services.Within the past three years, parent involvement has been the topic of special issues in five publications: "Parents and Schools" in Educational Horizons (Epstein, 1988); "Strengthening Partnerships with Parents and Community" in

This study examines the characteristics of students with disabilities who participate in Open Enrollment (one of seven enrollment options available in Minnesota), the reasons they participate, and the sources of information and decision-making process involved with choosing another district. Surveys of 347 parents revealed three primary reasons for transferring their children: The child's special education needs being better met at the new district, more personal attention from the teacher, and dissatisfaction with the resident school. Other factors, such as disability category, parents' income, and location, were also analyzed.

No abstract

Variability of prevalence data for the category of gifted and talented was examined with respect to two alternative explanations: definitional differences and differences in the application of definitions. State-adopted definitions of giftedness were analyzed, as were guidelines for student identification procedures. Statistical analyses (coefficient of variability, t test for dependent samples) used in previous comparisons of prevalence data for learning disabilities, behavior disorders, and educable mental retardation also were applied to the gifted and talented. This category was found to be no less, if not more, variable than the disability conditions. Implications for identifying students as gifted and talented are discussed.