This third volume in a series of seven is part of a larger study of parental involvement in four federal programs in selected school districts across the country. Presented here are the results of an intensive examination of projects funded by the Emergency School Aid Act (ESAA). Site studies of ESAA projects yielded data on the five ways parents could participate in the programs--through governance, instruction, parent education, school support, and community-school relations. The researchers found that all 12 sites in the sample had established district-wide advisory committees, but that these committees were not decision-making bodies. Their lack of participation in policy making was largely attributed to the project directors' failure to encourage parent leadership. Few sites involved parents in the instructional process--as paraprofessionals, volunteers, or as tutors at home. However, the data did indicate that parental participation in instruction could bring changes in teachers' instructional approaches, improve student performance, and increase parents' interest in their children's educational experiences. Few consequences of parental involvement were reported in school support, parent education, or community-school relations activities. Where evident, parental participation appeared to encourage student interest in school and to enhance the opportunity for parents to be hired as paid aides. For each area of involvement studied, policies and activities are suggested for improving parent participation. (Author/WD)