Policy research highlights educational disparity between Blacks and Whites, thereby, emphasizing the need to determine malleable ecological factors that support the positive development and learning of Black children during the early schooling years. The purpose of this study was to examine whether change in home environment and neighborhood were associated with Black children's academic and social growth between kindergarten and third grade. A sample of more than 300 Black children (47% boys) from the Early Childhood Longitudinal Study-Kindergarten Cohort dataset was assessed in both kindergarten and third grade. Results indicated a direct and interactive effect of change in home and neighborhood environments on children's academics. Implications of simultaneously examining change in various aspects of children's ecological systems are discussed.