Numerous researchers have focused on the importance of parental involvement in education, with a strong consensus among researchers that parental involvement supports student achievement. However, there is a lack of consensus about what constitutes parental involvement and what aspects of parental involvement most benefit the student. The purpose of this quantitative study was to identify the specific types of parental involvement that most effectively support student achievement in six selected third grade classrooms. The research question examined the relationship between parental interaction and student achievement in school (as measured by grade point average (GPA)). The framework for this study was based on Epstein's theory of the six types of parental involvement. Parental involvement was measured using the Parent and School Survey, which was completed by parents of the third grade children. Multiple regressions were used to examine the relationship between GPA (dependent variable) and the six dimensions of parental involvement (predictors). The results of this study indicate that there is a positive relationship between parental involvement and GPA at this site (R = 0.574, R[subscript 2] = 0.329, F (6, 89) = 7.271, p < 0.004). Furthermore the most significant relationship is found between parenting and GPA (B = 0.375, t = 3.069, p = 0.003). The outcome of this study provides positive social change for many students by guiding schools in planning and implementing new parental involvement programs that can help increase academic success of their children. [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.]