This study examines how neighborhoods, schools, and families can influence the mathematics achievement of eighth graders, using data from the 1988 National Educational Longitudinal Study combined with U.S. Census data. These data allow simultaneous analysis of all aspects of students' lives. Results indicate that there are associations between family, neighborhood, school on the one hand and mathematics achievement on the other. Neighborhoods characterized by concentrated disadvantage and schools characterized by student poverty and absenteeism tend to depress students' mathematics achievement. Characteristics of disadvantaged neighborhoods tend to influence mathematics achievement indirectly by depressing parental practices associated with high mathematics achievement. The social context of these neighborhoods may depress parents' abilities to engage in effective parental practices and may foster social contexts that are not supportive of academic pursuits for adolescents. The study concludes that place of residence may have important consequences for the academic success and resulting life chances of adolescent. It may affect minority students the most because they are concentrated in inner-city, disadvantaged neighborhoods. To a certain extent, parents can help students overcome the educational disadvantages of their environments by communicating with them frequently, closely monitoring their activities, and providing extra learning opportunities. (Contains 58 references.) (SM)