The relationship among socio-economic status, sibling variables, social-psychological home environment, parent involvement in intervention programs, and child self-concept and achievement were empirically investigated to determine the importance and kind of parent participation most closely related to childrens' cognitive and affective development. A sample of 321 second-grade children and their families from two Parent Education Follow Through Program (PEFTP) sites were studied. Data were collected using semi-structured interviews and program records, and were statistically analyzed using LISREL. Reciprocal relationships were discovered between: (1) parent involvement in the PEFTP and the home environment; (2) self-concept and achievement and; (3) achievement and the home environment. Active parent involvement in the program, reinforcement, stimulation, expectation, and the social-psychological family environment were related to increased achievement performance and self-concept. The information obtained through this investigation may be useful in the design and implementation of future intervention programs. (Author/AEF)