Academic achievement of blacks is discussed in terms of sociocultural economic factors. The hypothesis was that there are no differences in measured intelligence between ethnic and racial groups when socioeconomic factors and childhood health care are equalized. Two myths have had profound impact on black education: (1) the belief in the inherent cognitive inferiority of blacks, and (2) the belief that compensatory programs have no impact on later cognitive development of minority children. To help isolate factors that have been found most supportive for black educational achievement and upward mobility, 100 middle income black parents were interviewed. Questions centered around mobility patterns over four generations, the family structure, the kin-help network, and the sources of educational and occupational aspiration. Findings indicated that the two factors most related to the quality of family life were the strong family support system and the desire for a supportive educational system. The conclusion was that the economic status of blacks as a group must be improved if their academic achievement is to improve. Remediation offered by groups such as Head Start will have only limited impact when compared to raising the general economic security of the family. Tables and references are included. (Author/DB)