This fourth volume in a seven-volume study is part of a larger study of parental involvement in four federal programs in selected school districts across the country. Presented here are results of an intensive examination of school district programs funded by Title VII of the Elementary and Secondary Education Act. Site studies of Title VII 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 13 sites had a mandated community advisory committee made up of a majority of parents with limited-English-proficient students in the project. Most of these committees were not involved in governance because both parents and school staff tended to feel that education should be left to the professionals. Parents participated very little in the instructional process, but wherever staff created a specific place for parental involvement, the parents responded. Most of the sites offered some form of parent education. Coordination of activities was one of the most salient factors contributing to success in this area as well as in school support and community-school relations. Suggestions are offered for improving parent participation in Title VII projects. Where parent involvement did occur, it was deemed worthwhile. (Author/WD)