This study focused on family influences on the academic success of first-grade children born to low-income, adolescent mothers. The families in this study were participants in a family support program for teen mothers called Family TIES (Trust, Information, Encouragement, and Support). Families were eligible for services provided by paraprofessional family advocates from the prenatal period until children reached the age of 5 years. Achievement test scores and teacher ratings were used to identify the most successful (highest 25 percent) and least successful (lowest 25 percent) students in first grade. Researchers conducted interviews with the family advocates about the life histories of children in each of these groups. A qualitative analysis of the interview data revealed differences between the two groups in the areas of caregiving practices, maternal characteristics, child characteristics, and contextual sources of stress and support (Luster, Bates, Vendenbelt, and Casady, 2001). Recurrent themes, including maternal intelligence, maternal determination, lack of abuse in the home, academic stimulation, and the presence of a caring adult, acted as protective factors leading to academic achievement. Odds ratios indicated a significant relationship between these factors and academic success. In addition, odds ratios indicated that the negative relationship between harsh parenting and academic success did not differ for African-American children. These data provide information about early school success among children considered to be "at risk" for school failure. (Contains 43 references.) (Author/EV)