This study investigated the correspondence among parents, teachers, and children in ratings of parent involvement (PI). Data were collected for 481 seven-year-old, low-income minority children on PI at home and in school through surveys of Year 2 and Year 3 reading and mathematics achievement tests, and several sociodemographic control variables. Correlational analyses revealed a low correspondence between measures of PI by source of report. The relationship between measures of PI and achievement were low to moderate. Teacher reports had the highest correlations; parent and child reports had generally low correlations. LISREL analysis revealed that all sources of PI were significant predictors of Year 2 and Year 3 achievement beyond that accounted for by the control variables. Parent and teacher measures of school involvement, and child measures of home involvement had significant positive influences. Parent measures of home involvement had no detectable influences. The study supports the positive influence of PI in school as well as the advantage of obtaining multiple measures from different sources.