Parent’s participation in their child's education creates academic progress. A quantitative approach was adopted in this study and non experimental exploratory research design. A non probability convenient sampling technique was used among 300 parents of school age children various statistical tests were adapted. Questionnaire was confined to the areas of Epstein’s six different types of involvement which included parenting, communicating, volunteering, learning at home, decision making and collaborating with community and Parental involvement opinionnaire was developed and referring to the ‘No child left behind Act’ (NCLB). The study showed, 295 parents has shown full parental involvement in academic performance, 5 of them showed partial involvement and no one showed any involvement in academic performance of their child. Final results revealed 178 children were having good academic performance and 118 were having average academic performance and 4 of them shown poor academic performance. In study group there was highly significant difference of parental involvement i.e. P<0.005 and no significant difference of academic performance i.e. P>0.05. The conclusion is that there is no significant difference between the parental involvement and academic performance of the child.