This study examined the relationships between academic achievement of school children and their ethnicity, community location, and related family factors. A total of 504 fifth and sixth graders of two urban and two rural elementary schools participated in a questionnaire survey. Statistics of frequency, correlation, t-test, and analysis of variance were employed to analyze the data. The results show children enroll in central urban school have the highest participation in community activities and the highest academic achievement, compared with children from peripheral urban, central rural, and peripheral rural schools. Academic achievement of children of non-aboriginal parents is significantly higher than that of aboriginal children. In terms of family factors, the status of parents' occupation and education are found to be positively correlated to children's achievement, as well as the expectation of and attitude toward education; parenting style and family structure are unexpectedly found not being related to children's achievement.