The revision and renewal of the Elementary and Secondary Education Act of 1965 will likely expand its parental involvement component to engage educators, parents, and community partners in supporting public education for children. This revisions call for best practices, but current literature fails to identify specific activities associated positively with the academic achievement of children in public elementary schools. This study was grounded in theories of parental involvement and adult learning. Data included those from the 2007 Parent and Family Involvement Survey of the National Household Education Surveys program of the National Center for Education Statistics. The sample included 1,904 families with children attending public elementary schools in the United States. Ordinal logistic regression analyses were used with an outcome of students' academic achievement as measured by report card grades and predictor variables of home, school, and community based parental involvement activities; family-income; parents' level of education; and Title I status of the schools. The results indicated significant, positive associations between students' academic achievement and family income, parents' level of education, and community-based parental involvement activities. Implications for positive social change include helping educators plan parental involvement programs for families with children attending Title I schools, especially those who are living in poverty and whose parents have limited levels of education. This can lead to improvement in academic and lifelong learning skills for children in public elementary schools in the United States. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]