The purpose of this study was to examine the relationship between stress, coping resources, and academic achievement in fourth-grade urban youth. The intent was to examine if students' perceptions of their stress and coping resources could predict reading and math achievement. The data were collected from 24 low-income African American students living in the same urban community. The Georgia Criterion Reference Competency Test (CRCT) and the Coping Resources Inventory Scales for Educational Enhancement (CRISEE) were used to measure achievement and coping resources. Reading and mathematics scores were collected from the spring 2007 administration of the CRCT. The coping resources and stress scores were calculated from the responses to the CRISEE. These 6 scores were used to determine if there is a relationship between family support and academic confidence and achievement. Regression analyses found significant equations for both reading and mathematics. Family support and academic confidence explained 24% of the variance of reading achievement and family support and behavior control explained 43% of mathematics achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]