Currently over 13 million school age children are living in single parent homes. 40 percent of children B from single parent homes earn grades of D and F compared to 24 percent of children from two parent homes (Pines, 1982). This descriptive field study was designed to determine if different levels of parental participation in homework completion influence academic success when academic success is defined as grades that average A, B, or C in the single parent family. Four levels of parental participation were used, (1) supplies materials and resources required for homework completion; (2) directs student to do homework; (3) assures that homework is completed, visually views; and (4) assist with homework during time child is working, content teaching or correcting. The sample consisted of 58 fourth, fifth and sixth grade students and their parents. The parents and students were interviewed in their home setting. Information on academic success was obtained from public school records. The data were analyzed using discriminate analysis statistical techniques to determine group membership and to determine the strength of the four levels or a combination of the four levels of parental participation in homework completion in conjunction with student participation. The results indicate that parental assistance at Levels 3 and 4 are predictors of student grades. However, student time on homework in conjunction with parental assistance at Level 3 was a stronger predictor of student grades. / Ed. D.