This quantitative research study examined the relationship between student achievement in reading and mathematics on the STAR (Standardized Test for the Assessment of Reading and Mathematics) and parent involvement in specific character development activities. The research design was quantitative in nature and conducted in two similar elementary schools, within a four month time frame. School 1(Experimental) served 719 students, while the School 2 (Control) served 807 students. Of the 839 participants included in the study, 410 attended School 1 (Experimental) and 429 attended School 2 (Control). The results of this study indicated students who engaged in specific parent involvement activities with their parents did not score significantly higher on the STAR Reading and Mathematics assessments. However, results indicated statistically significant differences in how third and fifth grade students at School 1
(Experimental) performed academically, when compared to second and fourth grade students at the same school. In addition, interesting data emerged regarding behavior and attendance when School 1 (Experimental) and School 2 (Control) were compared.