This policy brief analyzes factors related to the development of effective parental involvement for English Language Learners (ELLs). The authors explain that approaches to developing parental involvement in marginalized communities, including communities with ELL students, have often been based on deficit views of ELLs and have not recognized forms of social capital that exist in those communities. But these strengths can serve as a foundation for effective family and parental involvement. In the current context of anti-immigrant and English-only policies in many jurisdictions, schools are doubly challenged to serve their communities in culturally and linguistically appropriate ways. This policy brief provides both an overview of the characteristics of the ELL population generally and a closer look at the Latino population specifically. It summarizes factors that inhibit parental involvement with schools, parents' views of their role, and innovative school efforts to promote parental involvement in ELL communities. Finally, it offers recommendations for policymakers. (Contains 4 tables.)