It was hypothesized that the academic achievement, behavior, and school attendance of students affected by parental divorce would be significantly different from the achievement, behavior, and attendance of students from intact families. This study was conducted to determine if seventh grade students from divorced families exhibited more problems with academic achievement and behavior, and if they had higher absence rates than those students from intact families. Subjects included two groups of 30 randomly selected students, from a middle school in North Carolina; one group consisted of children from divorced families and the other group consisted of children from intact families. Family structure was the independent variable; dependent variables were achievement on the California Achievement Test, school attendance as measured by the Student Information Management System, and school behavior as measured by discipline infractions compiled by the teachers. The findings indicated no significant difference in the areas of achievement or attendance. A significant difference was found in the area of behavior. (NB)