Despite the effectiveness of parental involvement in children's education, defining involvement remains a challenge. It is critical to find agreement about what parental involvement means and how it should be measured. The Parent and School Survey (PASS) was designed to measure parental involvement with their school-age children using an Epstein model. Since the original twenty-four-item version in 2005, PASS has not been tested with a diverse sample and its validation has not been reported. The purposes of the study are to investigate the psychometric properties of PASS and to test its construct validity using the three-factor Epstein model with six subscales. A total of 317 parents of elementary school students completed the self-administered survey. Although the overall scale had a good reliability ([alpha] = 0.85), two subscales (decision making and collaborating with community) failed to reach acceptable reliability. When the six deviant items were deleted, the alpha for each subscale was improved. For construct validity, the three-latent-factor model with six measured variables emerged as the best fit (comparative fit index [CFI] = 0.95). The findings suggest that a common definition and validated measurement tool can be used for clearer dialogues about parental involvement. School social workers can use this revised instrument to assess and promote parental roles when dealing with troubled children.