Parental school involvement and satisfaction are unstudied in families raising a child with an autism spectrum disorder (ASD). To fill this gap, the current study utilized a national sample of families (N  =  8,978) from the 2007 Parent and Family Involvement in Education survey ( U.S. Department of Education, National Center for Education Statistics, 2006-2007 ). Parents of children with ASDs were found to be more likely than parents of children without the disorder to attend parent-teacher conferences, meet with school guidance counselors, and help with homework. Parents of children with ASD were also more dissatisfied with the level of communication provided by the school. There was a significant positive correlation between parental school involvement and parental school satisfaction. These findings have important implications for how schools interact with families with children with ASD.

With a number of disparities present in the diagnosis and treatment of children with autism spectrum disorders, the education system plays a crucial role in the provision of both these service elements. Based on school and federal census data, this article examines one state's public school autism enrollment and possible predictors of enrollment within each jurisdiction. The authors' analyses found that actual prevalence is inconsistent with expectations across jurisdictions, with socioeconomic status indicators, race, geographic location, and racial diagnostic discrepancies in special education significantly predicting enrollment. This report exemplifies how secondary analysis of educational data can allow states to better allocate funding, begin to address issues pertaining to lags and unmet standards, and find model systems within their states.