Public schools struggle with ways to encourage parental involvement in the classroom. Home and school collaboration is needed if students are to succeed academically. The purpose of this study was to investigate whether there was a significant difference in the reading achievement of students by the number of workshop sessions attended by parents of students in Grades 1-5 at one elementary school. This quantitative study was based on Epstein's framework of parent involvement, which addresses how parents can become more involved in their child's schooling and provides a successful model for educators and administrators to reshape their views of how to involve parents in education. One hundred forty four parents participated in parental workshops that reviewed math and reading skills tested by the Criterion Referenced Competency Test (CRCT). Data were collected by using information gathered from parent attendance rosters and pre and post CRCT reading and math scores. Participants attended between 1 and 7 CRCT skill building workshops over 8 weeks. The analysis included a correlation between the number of workshops attended by parents and their child's reading and math achievement. Findings indicated a positive association between the number of workshops attended and reading and math achievement. This study's implications for positive change include providing schools with evidence that parental involvement affects school achievement. Results from this study support the development of strategies that foster educational achievement through parental workshops. [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.]