This paper assesses the impact of family life on education and the response of low income families to schools and intervention programs. The influence of social and economic factors on childrearing practices and family relationships, particularly among low income blacks, is discussed. Special attention is given to the role of parents as the primary educators of their children, and the potential impact of intervention programs on this role. It is pointed out that both active (Head Start, Follow Through) and passive (Competency Testing) intervention approaches assume that there is something wrong with the family and that this assumption compounds educational and family problems. In addition, evidence is presented to show that neither active nor passive intervention programs alter the caste-like barriers to social mobility for poor families. It is concluded that parenting programs and home based interventions often undermine the strengths and competencies of low income parents and that steps should be taken to provide remediation within the classrooms rather than in the homes. A model program for achieving such a goal is presented. (Author/EB)