This study examined the impact of a 5-year school family partnership project in Israel with the goals of improving children's reading and writing achievement and forming a parents task force to create community-wide involvement and change. Participating in this study were 510 parents of the first graders enrolled in 21 classrooms in 7 Jewish schools in Acre, Israel. Of these parents, 236 parents participated in the School Family Partnership (SFP) program and 274 were in comparison schools. The 21 teachers also participated. Measures included a parent questionnaire assessing the extent to which they encouraged reading, the family literacy environment, and the home-school partnership; a teacher questionnaire evaluating the parents' involvement; and a city-wide reading and writing test for the children. Information on program implementation was based on observations, participation in the partnership activities, semi-structured interviews, the teachers' list of activities, and parent feedback. Findings indicated that parents', teachers', and children's outcomes were higher in the SFP program than in the comparison schools. However, the comparison program and the low-level implementation group were similar in parents' and teachers' outcomes. The highest scores or gains in all measures were in the high implementation classrooms. Children's outcomes in reading and writing were most sensitive to level of implementation; the better the implementation, the higher were test scores. Results from the structural equation analysis validated the links of parents' participation and evaluation of the program to a better home literacy environment, which explained children's academic success. (Contains 16 references.) (Author/KB)