This research examined if or to what extent there was a relationship between maternal home-based involvement, based on the Family Involvement Questionnaire-Elementary from a mother's perspective, and fifth and sixth-grade students' reading and mathematical achievement scores as measured by STAR reading and math in the state of California. The theoretical foundation was based on Epstein's six types of parent involvement, embedded in the Family Questionnaire Involvement-Elementary. The sample was composed of 94 mothers with fifth and sixth-grade students between 10 and 14 in a school district. Three variables were the Family Involvement Questionnaire-Elementary, STAR reading assessment, and STAR math assessment. The participants completed the Family Involvement Questionnaire divided into three-factor constructs: home-school communication, home-based learning, and school-based involvement. The participants' students had before the data collection completed the STAR reading and math assessments. The quantitative data retrieved from the FIQ-E and the STAR assessments were analyzed using the Pearson r correlation. The results revealed a correlation between .1 through .3, which indicated a valid conclusion that none of the FIQ-E's three factors were significant to STAR math or STAR reading. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]