This study investigated the effects of a parent-child home numeracy intervention on the mathematics scores of first grade students attending urban, Catholic schools. The participants included 60 parents (29 Black; 2 Asian; 1 Latino; 26 White; and 2 other) from two urban, Catholic schools. Parents, randomly assigned to the experimental group, received numeracy training and then, implemented a 15-week home numeracy intervention. The GMADE(TM), consisting of the sub-tests Concepts and Communication, Operations and Computation, and Process and Applications, was used to pre- and posttest students. Results from analysis of covariance revealed that students in the treatment group made statistically significant gains on their posttest scores and on the Concepts and Communication and Operations and Computation subtests, and on the Total Test as compared to the control group. The effect sizes ranged from medium to large. These findings suggest that with targeted training, parents of children from urban Catholic schools can and will engage their youngsters at home in numeracy developing activities and that these activities would significantly improve their youngsters readiness at school. [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.]