It is widely accepted that in recent years the number and the proportion of at-risk, disadvantaged students have increased dramatically in the nation's schools--and that they are projected to increase even more dramatically by the year 2000. Effective communication between school personnel and parents of disadvantaged students generally is viewed as a critical ingredient for successful student programming. This paper provides a discussion and analysis of: (1) the factors and conditions which are suggested as placing increasing numbers of students at high risk for educational disadvantage (e.g., poverty, being a member of a racial/ethnic minority group, living in a single parent family, having limited English proficiency, inappropriate or ineffective curricula, etc.); (2) common barriers and obstacles which often prevent effective parental involvement in their child's educational program (e.g., false assumptions about level of parental interest and motivation); and (3) major attributes of successful school-parent programs. The roles and responsibilities of school psychologists in promoting more effective communication between school personnel and parents of disadvantaged students are discussed along with specific suggestions for increasing their level of meaningful involvement in this process. (Author)