The purpose of the study was to assess non-intellective correlates of achievement in a lower-class, all black, urban elementary school. These students were compared with a University school population which was different in many dimensions. There were residual similarities relative to the general role of the elementary school student. In neither case were the attributes of the student role consistent with the achievement goals of the schools. The school in today's society seems to be uniformly successful in teaching self-abnegation, dependency, deference, endurance, and passivity; and far less successful in training values and behaviors instrumental to the attainment of high levels of accomplishment. (Author/DM)