A study compared the academic achievement, classroom behavior, and emotional stability of 21 elementary school students from single-parent families to that of 21 students from intact, nuclear families. Behavior checklists were used to ascertain classroom behavior, and academic achievement was assessed through analysis of test scores on the Educational Records Bureau Comprehensive Test. In addition, human figure drawings were studied to interpret the children's emotional status. Results indicated that there was a statistically significant difference between single-parent and nuclear family children, with those from single-parent homes showing lower mathematics and reading achievement, poorer deportment in school in certain areas, and less emotional stability than their nuclear family classmates. (A copy of the checklist and a list of emotional indicators shown by human figure drawings are appended.) (Author/FL)