Approximately one in five school-age children in the U.S. come from an immigrant family. Understanding the relationship between parental involvement and educational achievement of ELL students is more important than ever. This study illustrates how students’ poor performance affects the level of parental involvement. We have found that ELL students who scored lower on the standardized math test perceived their parents to provide more support and supervision at home than those whose children scored well on the test. We interpret this finding to indicate immigrant parents’ active effort to address and reverse their children’s poor achievement.