This study analyzes the effects of the type of parental involvement on students academic achievement based on the Asian culture of education, which is widely recognized as being different to the Western culture of education. Based on the research assumption, Progress in International Reading Literacy Study (PIRLS) 2006 data are utilized for the analysis. Using two-level hierarchical linear modeling (HLM), this study s three main results related to the research questions are: First, home-based parental involvement has a significant positive relationship with student achievement, whereas school-based parental involvement does not have a significant relationship with student achievement. Second, both student-level and school-level home-based parental involvement have a significant impact on student achievement, with school-level involvement having a stronger effect. Third, the effects of parental involvement on student achievement do not vary between schools. In addition to the results, some suggestions for educational policy and further research are also provided.