The purpose of this applied dissertation study was to determine the relative impact of parental involvement, parental school perception, student generation status, and Caribbean adolescents' own attitudes and behavior towards academic achievement and reading comprehension skills. For this study, 45 Caribbean parents from Grenadian, Guyanese, Haitian, Jamaican, and Trinidadian backgrounds reported in survey form on their involvement, volunteerism, school perception, student behavior and educational achievements of students at the school of study. Students' course grades were obtained from their official school records and were broken down by generational status. The reading assessments results revealed a statistically differences between the reading ability of all generational status student groups. Survey results reveal that adolescent students from all generational groups, both male and female, demonstrated a strong emphasis on conducting themselves improperly during the school day. Parents reported that multiple barriers prevented them from becoming involved in their children school and academic lives. They advised that they were not invited to be a part of the decision making process at the school. School-family-community partnership was suggested as an intervention strategy to alleviate the acculturative stress of Caribbean adolescent immigrant students and to facilitate their academic achievement. The objective of this study was to increase the awareness of administrators to adapt a single standardized reading program for all students and to encourage parental involvement within the school, which will lead to academic success for all children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]