The purpose of this quantitative correlational study was used to determine the impact of parental participation strategies on reading achievement of students in an elementary setting. The problem is that the identified school fails to implement strategies to increase parental participation, in preparing students for the 21st century. One hundred thirty-five participants completed surveys; data were collected and analyzed. Archival data were examined from the school's data management system, which included the third grade students' DIBELS result in reading. The Statistical Package for Social Sciences (SPSS 17.0) was used to analyze the data. The research findings supported the literature on parental participation and student achievement. The findings add to the current literature that administrators, teachers, and parents supports the concept of parental participation, yet administrators and teachers struggle to implement effective strategies to increase parental participation and reading achievement. Recommendations are made for educators to create and implement a Parental Involvement Policy that aligns with the state's parental policy. The educators need to develop and engage families or parents in the annual evaluation process. Results might differ should the same study be conducted using a qualitative research design. [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.]