A family-centered approach to improving the academic success of immigrant children is discussed and advocated, and illustrated with anecdotal statements of educators and parents. An educational agenda emphasizing parent involvement, support of literacy and other educational activities, intergenerational communication, and family strength and interdependence is proposed. It is argued that an agenda focusing on the family necessitates a shift in focus for research, parents' experiences with the schools, and classroom practice. Research for a family literacy agenda would explore issues of survival, communication, and power among refugees and immigrants. The different family members' experiences with the schools and schooling would be documented more fully. This knowledge could then inform practice for supporting the educational achievement of children without undermining the family as a crucial resource for making sense of a new life in a new setting. The next logical step would be using this knowledge to strengthen families and communities as resources for their members. The consequences of educational practice would be measured not only by achievement test scores, but also by the success of families and communities as sources of cooperative problem-solving, mutual support for learning, and respect for the resources of the generations. A 20-item bibliography is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)