Abstract
Research on academic socialization has emphasized the importance of experiences in the home and school for shaping the course of academic development. Rarely, though, has research considered whether consistency or congruence of socialization experiences in these two settings is especially beneficial (or, conversely, whether inconsistencies are especially detrimental). The present study examines standards of deportment held by parents and classroom teachers, and evaluates specifically whether similarity of behavior standards in the tzvo settings promotes positive school adjustment as indexed by end of year test scores and report card marks. These ideas are examined with data from the Beginning School Study, a panel of beginning first graders attending Baltimore City schools in the fall of 1982. Teacher's deportment standards are found to exercise strong influence on year-end performance, but parent's standards are largely ineffectual and the congruence hypothesis receives little support.
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