George, JunePierre, PhaedraAlexander, JulianaTaylor-Ryan, Maureen2016-05-102016-05-102016-05-10https://hdl.handle.net/2139/42004This paper critically assesses the pilot phase of a project mounted at the School of Education, The University of the West Indies, Trinidad campus, (the "gown"), which was designed to enhance the ability of urban parents of primary school children (the "town") to be involved in their children's education. Using three theoretical lenses-ecological systems theory, social capital, and "knotworking," the paper identifies challenges faced, gains accrued, and lessons learnt in the conduct of workshop sessions with parents/guardians of Standard 3 children (aged 9-10 years) at an urban primary school. While highlighting the potential of the strategy for enhancing the development of urban students, the paper suggests that future work should explore the use of community spaces for such workshop sessions, in the quest for fuller use of parents' social capitalenParent Empowerment to Enhance the Performance of Students ProjectPilot projectsProject evaluationParent participationParent student relationshipUrban areasUniversity school cooperationSchool of Education, UWI, St. AugustineTrinidad and TobagoArticle