Although many studies have been conducted on the relationship between parental involvement and student achievement, the effect of parental involvement in the U.S. Virgin Islands had not been substantiated empirically. It should not be assumed that research conducted in the United States or other geographic areas will necessarily apply to the educational system in the Virgin Islands because research in different countries has produced different results related to parental involvement in terms of both levels of parental involvement and the effects of parental involvement on student outcomes. The purpose of this study was to determine whether the degree of parental involvement in elementary school children in the U.S. Virgin Islands was related to their academic performance. A total of 169 fourth grade students and their parents from U.S. Virgin Islands public schools participated. Parents completed the Functional Assessment of Academic Behavior to assess parental involvement and academic performance which was measured by the Virgin Islands Territorial Assessment of Learning. The main results from this study were that (a) Home Support for Learning scores were positively related to Reading scores but not related to Mathematics scores, and (b) Home School Support for Learning scores were negatively related to Reading scores but not related to Mathematics scores. Other results indicated that older fourth graders tended to have lower scores on both the Mathematics and Reading tests; students with high scores on the Mathematics scale tended to have high scores on the Reading scale, as well; females tended to have higher Mathematics scores than males; and Home Support for Learning scores for older fourth graders tended to be slightly lower than those for younger fourth graders. Recommendations for the practical application of the results of this study were that teachers should emphasize both reading and mathematics during the process of instruction, that there should be additional emphasis on mathematics instruction for male students, and that parents should be educated regarding their role in assisting school age children. In addition, efforts to increase student achievement through parental involvement should address home support for learning rather than collaboration between families and schools. Recommendations for future research were that the generalizability of this study should be replicated in samples with higher levels of SES and with higher levels of Caucasian students in the U.S. Virgin Islands, that additional control variables should be used in subsequent studies, and that the relationship between age and both achievement and parental involvement could be further explored. [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.]