school districts in Texas. Four groups were examined: White, Black, Hispanic -- English speaking, and Hispanic -- Spanish speaking. Exploratory and confirmatory factor analysis supported four parent-reported involvement dimensions (positive perceptions about school, communication, parent -- teacher shared responsibility, and parent school-based involvement) and three teacher-reported dimensions (alliance, general parent involvement, and teacher initiation of involvement). Data generally supported the hypothesized ethnic and language group differences in parent involvement and the moderating effect of dimension of parent involvement on group differences. Implications for school psychologists are discussed. Despite the effort of policy makers and educators to close the achievement gap between racial and ethnic minority students and Euro-American students, significant discrepancies remain. For example, national data indicate that in 1999, 18% of Black students and 13% of Hispanic or Latino students in kindergarten through twelfth grade had repeated at least one grade. These retention rates are higher than the 9% of White students who had repeated