During the 2015-2016 academic year, the parents of 4,974 students participated in APTT [Academic Parent Teacher Teams] at 10 Title 1 elementary schools in the Houston Independent School District (HISD). Students were predominately economically disadvantaged and at risk of dropping out of school. The impact of the program was assessed using the combined English and Spanish STAAR [State of Texas Assessments of Academic Readiness] reading results and CIRCLE reading assessment performance of students whose parents attended 0, 1, 2, or 3 APTT sessions during the school year. There were increases in the mean scale scores of fourth and fifth-grade students on the reading STAAR, considering their previous year performance on the tests, regardless of the number of APTT sessions attended. However, fourth grade students whose parents attended three sessions had the highest reading scores in 2015 and 2016. Cohen's d analyses estimated that the effect of the program was medium for fourth grade students and small for fifth-grade students. In contrast to findings on the English version of CIRCLE, performance on the Spanish version of the test revealed that kindergarten students whose parents attended three APTT sessions scored proficient at higher rates at Waves 1, 2, and 3 compared to students whose parents attended less than three sessions. Parents' perceptions of the program were positive relative to their satisfaction with the quality of the training. These findings support the collaboration among teachers and parents to increase student academic achievement. [Title varies: "Family and Community Engagement through Academic Parent Teacher Teams (APTT): Comparative Analysis of Student Achievement in 10 Targeted Schools, 2015-2016."]