Most practitioners and researchers support the educational policy direction of increased parent involvement, but few agree about what constitutes effective involvement. This digest, based on a critical evaluation of over 200 research studies, briefly reviews findings from parent involvement research to date, discusses their validity and utility, and proposes critical questions for future researchers in the field to consider. While methodological limitations are prevalent in the majority of parent involvement research, the sound studies that do exist have consistently found strong parent involvement effects. The methodological limitations include use of nonexperimental design, lack of isolation of parent involvement effects, inconsistent definitions of parent involvement, and nonobjective measures of parent involvement. The literature does suggest the importance of these specific types of parental involvement, among others: (1) provision of a stimulating literacy and material environment; (2) high expectations and moderate levels of parental support and supervision; (3) appropriate monitoring of television viewing and homework completion; (4) participation in joint learning activities at home; (5) emphasis on effort over ability; and (6) autonomy promoting parenting practices. Recommendations are made for future research that overcomes the methodological limitations cited and focuses on better definitions of parental involvement and its effects. (Contains 21 references.) (SLD)