This investigation was undertaken to determine if economically deprived students' behavior, attendance and achievement would improve as a result of teacher-parent dialogue and contact through Family Involvement-Communication System (FICS) training. The procedures developed as FICS training were based upon the following assumptions: (1) low-income parents can be trained to train middle-class teachers in communicating effectively with parents and children living in low-income neighborhoods; and (2) more open communication and involvement between school and home would enhance the educational growth of youngsters. The results of this investigation indicate that increased communication and involvement between low-income families and teachers significantly increase children's average daily attendance and achievement. FICS training may be effective in opening lines of communication and involving low-income parents and teachers in productive dialogue and action, thereby enhancing the educational growth of youngsters. (Author)