In this article, the author compares the ways in which parent-child communication--a major indicator of parental involvement--influences children's educational achievement across 14 countries. Using data from the Programme for International Student Assessment (PISA), the author examines the extent to which social class differences in the effect of parent-child communication vary and relate to a nation's standardization of the education system. Here, he shows how educational standardization conditions the ways that parent-child communication produces varied benefits among students from lower and upper socioeconomic backgrounds. From this study, the author concludes that educational standardization may help lower SES parents maximize the positive effect of communication with the child by improving low SES parents' capacity for navigating the educational system. The result of the study for nonstandardized countries is not entirely consistent with the author's original hypothesis, which was that there would be greater benefits of parent-child communication for higher SES students under those nonstandardized systems. Instead, he found no strong evidence of differential effects by SES in most nonstandardized countries. (Contains 1 figure, 4 tables, and 7 footnotes.)