Although the Black-White test score gap has improved over time, it still persists. Furthermore, this academic risk for Black youth is compounded by the disproportionate representation of Blacks among low-income families in the U.S. Thus, the present study aims to shed light on factors related to greater academic success among adolescents in low-income, urban, Black families. Overall, this study addresses the following question. How does the presence of a biological father and positive father involvement impact the academic achievement of their adolescent children? Data from the Welfare, Children, and Families: A Three-City Study (TCS) were analyzed in order to address this research question. Using multiple regression, analytic models tested for the main effects of father residence and quality of father involvement on behavior problems and academic achievement. Analytic models also tested whether the link from father residence to behavior problems and academic skills depends on the quality of father involvement. The only significant findings were detected by the mother-child bond, which predicted school grades and three behavioral items. Connections between the findings and the existing literature and future directions are discussed.