The Pennsylvania Educational Quality Assessment data have consistently shown differences between rural, suburban, and urban schools in terms of performance on goal areas and on important background variables. The most consistent pattern has been demonstrated by achievement on cognitive measures. The analyses reported upon were conducted on the 1981 data base which was the largest and most diverse sample thus far. The linear and quadratic relationships were analyzed. Community types were categorized as rural/small town, suburban, and urban. Differences in goal areas, condition variables, achievement, and socioeconomic effects were studied. The relationship between condition variables and basic skills, and between condition variables in noncognitive areas were analyzed. The results are presented in chart format. (DWH)