As part of a larger project, we found that there are very few articles focusing on the relationship between parent involvement and student achievement in science. Furthermore, most studies are quantitative in nature (based on large-scale surveys). Despite the gaps identified, there are many consistent findings across various studies that could be transferred to the science-learning context, for example, the significant effect of parents' aspirations/expectations on student achievement. To better present the findings from our review of the literature, we proposed a model for organizing the various categories of parent involvement at school into three dynamic dimensions: "home environment," "parents and school/community," and "students and school/community." We feel that this model provides a framework for recognizing the roles that parents and their children may be already playing (agency) in triggering involvement at home, at school, and/or with community organizations. (Contains 1 figure.)