This article uses a nationally representative dataset to investigate the extent to which academic-related parenting practices and the home environment during middle childhood (ages 11–13) predict achievement in late adolescence (N = 486; age range: 16–18 years). Results from path analyses indicated that parental endorsement of punitive strategies (e.g., lecture, punish, restrict activities) in response to academic underperformance during middle school predict lower literacy and math achievement 5 years later. In contrast, more cognitively stimulating homes predict higher literacy and math achievement 5 years later. Parenting practices and the home environment indicators, however, did not predict changes in achievement. Socioeconomic and race and ethnicity differences in parenting were also found. (PsycINFO Database Record (c) 2015 APA, all rights reserved)