This study uses data from 171 teachers at eight inner-city elementary and middle schools in Baltimore to examine general patterns and connections between teacher attitudes about parent involvement, school programs, and the actual practices that teachers use. These patterns are examined at different academic levels, in different academic subjects, under different classroom organizations, and under different levels of support for parent involvement. Classrooms were self-contained, semi-departmentalized, or departmentalized. Results are discussed in terms of: (1) how teachers feel about parent involvement in general; (2) interrelationships between five types of parent involvement; (3) parent participation practices that are most important to teachers of different subjects, including English/language arts, reading, mathematics, science, and social studies; (4) the effects of school level, student and teacher characteristics, and specific teacher practices on school programs of parent involvement; and (5) the effects of levels of support for parent participation on the strength of school programs. Discussion formulates conclusions from the data that warrant further study. (RH)