This paper presents the results of a survey of 127 seniors in a diverse suburban high school to determine the impact of the subjects' perceptions of parent involvement on their levels of achievement as measured by the standardized national ACT test. Independent-samples t tests were then used to assess whether there were any differences in achievement as reported in national test scores among students with a perception of a high level of parent involvement, students with a perception of a low level of parent involvement, and homeschool students. The findings of the study were that the perception of a high level of parent involvement does have a significant impact upon achievement. Students who perceived a high level of parent involvement performed significantly better on the national ACT exam than students who perceived a low level of parent involvement. There was no difference in academic achievement between public school students who perceived a high level of parent involvement and homeschool students. (Contains 5 tables.)