The purpose of the present study was to understand the unique contribution that home and school involvement play in predicting child math and reading scores as well as to examine the possible moderating influence of parent education in the relationship between home involvement and child math and reading scores. The sample included 161 second and third grade children and their families. A family involvement questionnaire was used to assess parent report of parent involvement in the home and school settings. Children's math and reading skills were assessed using the Woodcock-Johnson Tests of Achievement-Revised. Correlations revealed a significant relationship between home and school involvement and child's math skills, but not reading skills. Results of hierarchical regression analyses showed home involvement accounted for additional variance beyond that of parent education in predicting child's math skills; however, home involvement did not mediate the relationship. Results also showed that parent education was not a moderator variable. Implications for future research in parent involvement and school efforts of parent involvement are discussed.