Research on academic socialization has emphasized the importance of experience in the home and school for shaping the course of academic development. Rarely has research considered whether consistency or congruence of socialization experiences in these two settings is especially beneficial (or, conversely, whether inconsistencies are especially detrimental). This study examines standards of deportment held by parents and classroom teachers, and evaluates in particular whether similarity of behavior standards in the two settings promotes positive school adjustment as indexed by end-of-year test scores and report card marks. These ideas are examined with data from the Beginning School Study, in which a panel of 825 beginning first grade students attending Baltimore City schools in the fall of 1982 were interviewed. Teachers' deportment standards are found to exercise strong influence on year-end performance, but parents' standards are found to be largely ineffectual. The congruence hypothesis receives little support. Fifty-one references are appended. (SKC)