This study examines the cultural deprivation theory of scholastic performance among black children. The hypothesis of the study focuses upon family based determinants to explain variation in academic performance. The report also discusses arguments which indicate that the cultural deprivation theory is responsible for the lack of black children's academic success. It affects teacher attitudes, and inspires inadequate teaching methods and incompetent teachers. Another major criticism of the cultural deprivation theory suggests that it is used to force the schools to act as mechanisms to promote the social division of labor. The data analysis in this study was based on data drawn from a sample survey administered to students and teachers in the public schools of Connecticut's urban school system. The questionnaires generated information dealing with the background characteristics of students, their perceived relationships with parents, peers, and teachers, their academic performance, and their various school and achievement related attitudes and opinions. Teacher surveys elicited information dealing with background characteristics, their evaluation of students and the school system and their feelings toward teaching in general. At the elementary level, 2,690 sixth graders were sampled (1,110 blacks). The data in this study shows some support not only for the cultural deprivation theory itself, but also for the critical interpretations of its inadequacies. The data examined all predict one educational outcome for black youngsters: failure. (Author/AM)