This study examined the relationship between parental involvement in family math night activities and student State of Texas Assessments of Academic Readiness test score using the following constructs: (a) parental involvement at school (b) parental involvement at home (c) parental involvement in math (d) monitoring schoolwork (general involvement at home) (e) communicates information about child's progress in school (f) encourages parent-child interactions on homework and how they all impact mathematics achievement. This study investigated the impact of parental involvement at school Family Mathematics night Seminar on the Standardized Test score (STAAR) of middle school students. The population for the study consisted of middle school parents in 283 schools in the South Texas region. Of the 283 middle schools, VWX Middle School was selected with a student population of 688 in grades six through eight (6-8). Of the 300 parents, 200 participated in the family math night activities, while 100 did not due to various reasons including sickness, lack of time to attend, inadequate information and did not participate in the study. The majority of the students and parents in this study come from a low socio-economic community in which the school itself is located. Four hypotheses were formulated for this study. Data were analyzed with the appropriate statistical tools which include Student t, ANOVA and Chi-square. All Null Hypotheses were tested using the .05 level as a basis to reject or failing to reject. Findings from this study revealed that very few parents (N = 7) volunteer every day or once a week in their children's academic affairs with a lower percentage (6.4%) indicating lower level of volunteerism. It was also found that there was a significant difference between the scores of students whose parents are involved in their child's education by visiting their school Every day or Once a week with students whose parents frequent the school scoring higher in the State of Texas Assessment of Academic Readiness (STAAR) mathematics achievement tests M = 70.29% as compared to mathematics mean of students whose parents seldom get visit. A high level of achievement was recorded among children whose parents indicated that they monitor their mathematics /school work everyday and once a week as opposed to the low level of achievement recorded among children whose parents monitor them once a while or Never children whose parents monitor them monitor them at all. [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.]