This study examined the effects of parental training on students' writing scores. Six classes of fourth grade students from three schools were randomly assigned to three experimental and three control groups. Parents of the students in the experimental group attended training sessions and received instruction in the stages of the writing process and criteria used in an evaluation rubric. Through the five phases of the study, students in the experimental group received significantly higher writing scores (p<0.05) than those in the control group as indicated by the criteria for passing on the New York State Standards. In addition, within the experimental group, significant incremental improvement (p<0.05) was indicated through writing sample 1, 2, and 3.