This document focuses on published materials on the topic of the effects of family structure on intelligence and academic achievement from the last 15 years. Fourteen terms such as "birth order" and "spacing" are defined. Forty-five papers, published from 1973 to 1986, are annotated. Research results are summarized in the areas of family size, parents' input, spacing, birth order, tutoring effect, race, predicting Scholastic Aptitude Test score trends, family effects on verbal scores, and the predicting abilities of the confluence model on individuals. These summarizations are presented: (1) intellectual ability and educational achievement decreased as family size increased; (2) age of the individual affected birth order results; (3) family constellation effects appeared to have a greater impact on verbal than on non-verbal scores; (4) sex of the sibling had an impact on the tutoring effect with females being the greater benefactor; (5) confluence model faired poorly in accounting for racial differences in achievement test scores; and (6) parents' education, encouragement, and income contributed to the cognitive development of their children. It is recommended that an individual family should consider these findings and apply them to their situation when planning a family since families need to be aware of their own limitations; parents need to be aware which family variables shape the intellectual environment of their children. It is further recommended that educators need to stay aware of future research to understand the family's role in shaping a student's mental development. (ABL)