This study examines the relationship between parents' perceptions of certain attributes of their involvement in various aspects of their child's or children's school environment and their child's or children's academic achievement within that school. Parents and children from 132 schools in Louisiana participated in the School Analysis Model 2000 in this study. Data were collected using a variety of methods, including questionnaires for stakeholders, parents, and students. Parents were surveyed regarding their perceptions of six aspects of parental involvement: (1) parent and school relations; (2) administrative leadership; (3) school climate; (4) school culture; (5) curriculum and instruction; and (6) the Louisiana Public School and District Accountability System (LPSDAS). Findings indicated that how parents perceived the administrative leadership of the school, the curriculum and instruction of the school, and the school climate best predicted a school's performance score. Schools with more favorable climates had higher school performance scores. There were no significant relationships between how parents perceived their involvement and academic achievement, the poverty level of the school, or the school's location (urban, suburban, or rural). White parents had more agreeable perceptions of the total involvement than did black parents. Parents without a high school diploma had less agreeable perceptions of their total involvement than parents within greater educational levels. Parents who had graduated from a four-year college or university had more agreeable perceptions of their total involvement than parents at other educational levels. Appended is the parent questionnaire and an explanation of the questionnaire coding. (Contains 35 references.) (KB)