The purpose of this quantitative causal-comparative study was to determine parents' perceptions of the differences in parental involvement variables that are in place in schools with and without significant disproportionality in special-education programs in Texas. Data collection involved a parent-involvement survey distributed in the two school districts with similar representations of special-education students. Forty-nine parents of students attending the elementary schools in each of the districts participated in the survey. The authors found a statistically significant difference in parent perceptions regarding school contact with parents and parental efficacy within the proportionate and disproportionate school districts. No statistically significant differences were found among the variables of parent involvement at home and school, parent role construction, and overall parental involvement.