The present study on the influence of parental involvement on students' academic achievement overcame limitations in current research by including simultaneous considerations of multidimensional, longitudinal, mediational, and ethnic factors. Results indicated (a) significant ethnic differences in the direct effects of parental involvement on academic achievement; (b) consistent indirect effects, mediated by student educational aspiration, across all 4 ethnic groups for initial status and subsequent academic growth; (c) consistent indirect effects, mediated by student locus of control, across all 4 ethnic groups for initial achievement status only; and (d) greater parental involvement, in terms of communication and educational aspiration for children to enhance students' educational aspiration and students' locus of control.