Parents are encouraged to be actively involved in the educational lives of their children regardless of the age of the children. Henderson and Berla (1996) asserted that parental involvement is linked to student success. Researchers have sought to understand the relationship between academic success and behavior. Previous research suggested that the most accurate predictor of a student's achievement in school is neither income nor social status, but the extent to which that student's family is able to create a home environment that encouraged learning, expressed high but not unrealistic expectations for their children's achievement and future careers, and became involved in their children's education at school and in the community. A strong bridge has thus linked parental involvement and academic success. In fact, many research studies have shown a direct link between parental involvement and student achievement, which is to be expected given the amount of time children spend outside of schools, presumably under the care and supervision of their parents (Frey, Ruchkin, Martin, & Schwab-Stone, 2009). Therefore, students whose parents are involved in their education tend to do better in school, exhibit positive and low-risk behaviors, and associate with peers who hold similarly high standards for performance. However, what has not been clearly understood are the different ways in which a parent can be actively involved in their individual student's success. In theory, success hinges on two-way communication between parents and teachers whereby they share common expectations and responsibility for the child's learning. Students with involved parents, irrespective of income or background, are more likely to succeed in school and have fewer behavior problems.