This study examined the differences in reading and mathematics achievement and the discipline records of eighth grade students who lived with both of their biological parents and those who did not. Participating were 199 eighth grade middle school students in rural Georgia. The 103 students in the traditionally parented group came from their original, biological two-parent family. The 96 students in the non-traditionally parented group consisted of students whose home life differed in any way from that of the traditional group. Findings indicated that mathematics achievement on the Iowa Test of Basic Skills (ITBS) did not differ between the two groups. Students from two-parent families scored higher on the ITBS Reading Achievement and had fewer behavior infractions over the course of the year than students from non-traditional families. (Contains 47 references.) (Author/KB)