This paper describes a study that aimed to identify parental academic achievement and participation in their children's school as the primary motivators for children's academic achievement. Participants included 213 third and fourth graders from a Catholic School in Chicago. Two groups were randomly selected from records provided by the school. Subjects in Group A were students whose parents participated in school activities at least 90% of the school year, and subjects in Group B were students whose parents did not participate in school activities. Achievement tests were administered to each group. Scores indicated that Group A and Group B were equivalent in reading and mathematics skills. The data supports the null hypothesis that the academic achievement of students whose parents participate in school activities will not differ significantly from that of students whose parents do not participate. A review of the literature on parental participation and student achievement is included. Appended are 23 references. (GLR)