This study aimed to analyze the impact of parental engagement on the academic performance of Grade 5 learners in CAMACA schools, Camaligan, Magubahay, Caiyang, and Talangban Elementary Schools in the District of Batan, Aklan. Grounded in Bronfenbrenner’s Ecological Systems Theory of human development and employing a descriptive correlational research design, the study focused on four dimensions of parental involvement: personal assistance, support for educational resources, collaboration with teachers, and school involvement. Seventy parents were randomly selected through stratified random sampling. A validated bilingual Likert-scale questionnaire was used to collect data, while learners' academic performance was gathered from DepEd School Form 9. Results revealed that parents were involved in all four dimensions, with the highest level of involvement seen in the provision of educational resources. All four dimensions of parental involvement showed significant correlations with academic performance, with support for educational resources demonstrating the strongest correlation (rₛ = .564, p = .032). The findings confirmed that parental support contributes significantly to learners' academic success. The study recommended the implementation of the “PARENTS CARE: Collaborative Actions for Resourceful Engagement” program to sustain and institutionalize this impact. The program also has the potential to strengthen the home-school partnership through training, sharing curricular resources, and developing community engagement strategies—particularly in rural areas with limited resources.