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ABSTRACT.When the quality of the family's influence on the child's acaderric rerformance is identified and evaluated, educators can more fully understand and aid the child in the classroom. This survey of research oriented literature probes the k-elationship between home environment and achievement. Social class,,power-structure, child-rearing practices, religious affiliation, andparental attitude in the home are identified as enviromental.factors that can be positive or negative influences upon academic progress. It a student Froblern caused by value conflictsbetween home and school is understood by the educator, various s t eps can be taken to help the child acquire motivation to learn and a, appreciation of long term goals which schobl- and society have se, for therp. Among the research findings are the indications that high academic motivation and achievement are prevalent among children from: 1) small, middle-class status, protestant families; 2). families in which theparents are college 'educated; and 3) families in which the parents are moderate in power in child rearing. Since these studies indicate that achievement rrotivation is learned,in the home, the impliedneedis for educators to foster special programs, for children withdifferent value systems and to encourage active participation of the parents in school. (Author/SJM) v*. c.