This study analyzes the possible relationships of real property assessment practices in Mississippi school districts to quality education as measured by (1) expenditures per pupil, (2) teachers' salaries, (3) teachers' professional training, (4) teachers' professional experience, (5) library expenditures per pupil, (6) teacher-pupil ratio, (7) curricular offerings, (8) school dropouts, and (9) special services to students. Real property assessment levels, accrediting reports, and various State department of education publications were used to survey 1,235 elementary and secondary schools in Mississippi. Correlation analysis using the Pearson Product-Moment formula was carried out with results indicating that (1) relationships between real property assessment practices and measures of education quality range from low to substantial, and (2) the level of real property assessment is, at best, only a moderately valid predictor of quality education. Recommendations are made that (1) real property assessment be equalized throughout the State, (2) a study be made of the effects on public education of a statewide assessment at true value, and (3) in distributing State funds, districts be rewarded whose assessments are at a higher ratio to true value. (TT)