Parent tutoring may provide opportunities for home-school collaboration and improved academic outcomes. Previous reviews of the literature have classified parent tutoring as a promising practice, but have also noted methodological limitations. We conducted an updated review of parent tutoring studies published between 2006 and 2020. The objectives of this review were to evaluate study quality, examine the effectiveness of parent tutoring, and discuss future directions. Studies were included if they were empirical, involved a family member implementing a specific academic intervention for a child enrolled in kindergarten through 12th grade, and measured academic performance. Thirty studies (20 single-subject and 10 group designs) met the inclusion criteria. Studies were coded based on the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education and parent tutoring intervention indicators. Overall, the evidence base for parent tutoring was classified as potentially evidence-based for kindergarten through 3rd grade. There was insufficient evidence for fourth through 12th grade. Limitations (e.g., inadequate description of interventionist training and fidelity) and future directions are discussed.