Using data obtained from recent cross-national and longitudinal studies, the link between family influences and the traditional patterns of school achievement were assessed in terms of rural educational mobility and sex differentials within the context of the "sponsored" system of Norway's schools and the "contest" system characterized by U.S. schools. Information was gathered via self-administered questionnaires from: all graduating seniors in Ontonagon County, Michigan (1957/58, 1968, and 1974); 21 high schools serving 4 selected areas of Kentucky and West Virginia (seniors in 1968, 1969, and 1970); and the terminal classes of 15 ungdomsskole serving 3 selected areas in Norway (1968, 1969, and 1970). Major variables examined were: socioeconomic status; plan for further education; scholastic performance; and normative parental support. Results indicated: that among the Norwegian and the Kentucky/West Virginia study populations, both socioeconomic status and general parental interest exerted a marked influence upon educational success, with sex differences in educational plans being most disparate at the lower socioeconomic levels and among those perceiving strongest parental support; in Ontonagon County, the traditional sex differences and patterns of influence observed in 1957/58 had radically altered by 1968, with females demonstrating higher aspirations than males but enjoying less opportunities. (JC)