The use of family support interventions to address the needs of at-risk families and children has proliferated over the last 2 decades. In particular, family support has been used to strengthen involvement of parents in their child's academic life as a means of preventing academic failure and other problem behaviors. This article presents empirical data from a field-based study of one leading family support model, Families and Schools Together (FAST), based on over 400 families served over a 4-year period. Child participants showed statistically significant declines in behavior problems, and their families showed improved adaptability and cohesion. Observations about program operations and the differential results for subgroups of children are also presented, along with the study limitations.
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