A study examined factors associated with achievement for African-American eighth graders and whether differences existed relative to poverty status and depth of poverty. Data were extracted from the National Educational Longitudinal Study of 1988. An independent data set of 3,009 students was created including information for students identifying themselves as "Black, not of Hispanic origin" and reporting annual family income in ranges that matched closely with the official federal poverty thresholds for 1988. To examine the depth of poverty, two subgroups were created according to whether the reported income was above or below 50 percent of the poverty threshold. A t-test determined if statistically significant differences existed in test score means for students living in poverty versus not living in poverty, and for students grouped by depth of poverty. Analysis of variance tests determined what portion of the variance in student achievement was due to the selected independent variables. Findings indicated that, for African-American eighth graders, students not living in poverty were more likely to achieve at a higher level, as measured by standardized reading and math tests, than those living in poverty. With the exception of parents' educational level, general preparedness for class, and personal study factors, few variables were identified that contributed to achievement. Serious consideration must be given to how interventions can be introduced within the public schools, working with family units to promote conditions that would enhance achievement by breaking the poverty cycle. (Contains 23 references.) (YLB)