TO EVALUATE STRUCTURAL COMPONENTS OF SCHOOL-COMMUNITY RELATIONS, 860 VARIABLES WERE DEFINED FROM THE LITERATURE AND GROUPED INTO 26 DIVISIONS FOR ASSESSMENT AGAINST FOUR SUMMARY CRITERION VARIABLES--(1) ACQUIESCENCE, THE DEGREE TO WHICH VOTERS IN A SCHOOL DISTRICT VIEW FINANCIAL ISSUES FAVORABLY, (2) PARTICIPATION, THE DEGREE TO WHICH VOTERS EXERCISE THEIR RIGHT OF REVIEW BY VOTING, (3) UNDERSTANDING, THE DEGREE TO WHICH INFORMED OBSERVERS SIMILARLY PERCEIVE SCHOOL-COMMUNITY RELATIONSHIPS, AND (4) QUIESCENCE, THE DEGREE TO WHICH CONTROVERSY AND CONFLICT ARE LACKING IN THE SCHOOL DISTRICT. FINDINGS OF THE STUDY WERE BASED ON DATA FOR A RANDOM NATIONAL SAMPLE, DRAWN BY THE CENSUS BUREAU, OF 180 SCHOOL DISTRICTS WITH 150 PUPILS OR MORE, WITH THE PROBABILITY OF SELECTION PROPORTIONAL TO SCHOOL ENROLLMENT. TEN PERSONS HOLDING KEY ROLES WERE QUESTIONED IN EACH DISTRICT--SUPERINTENDENT, BOARD PRESIDENT, FOUR OTHER BOARD MEMBERS, TEACHER REPRESENTATIVE, PARENT REPRESENTATIVE, MASS MEDIA REPRESENTATIVE, AND AN INTERESTED CITIZEN. FACTOR ANALYSES OF QUESTIONNAIRE RESPONSES, CENSUS DATA (1940, 1950, AND 1960), AND SCHOOL RECORDS IDENTIFIED 256 VARIABLES AS SIGNIFICANTLY RELATED TO ONE OR MORE OF THE FOUR CRITERION VARIABLES. WHILE THE STRUCTURAL ANALYSIS SERVED PRIMARILY AS A BASIS FOR THE SUBSEQUENT PROCESS ANALYSIS DESCRIBED IN VOLUME 4, PRACTICAL USES OF THE STUDY'S IDENTIFICATION OF KEY STRUCTURAL VARIABLES INCLUDE BOTH THE DIAGNOSIS AND THE SOLVING OF PROBLEMS IN SCHOOL-COMMUNITY RELATIONS. THIS IS PART III OF A SERIES. RELATED DOCUMENTS INCLUDE EA 001 091, EA 001 092, EA 001 094, AND EA 001 095. (JK)