In an identification of the varieties of student behavior that enter faculty judgments of academic performance, 311 faculty members in 15 colleges and universities described how a good student and a poor student each differed from an ordinary student in one of their classes. Content analysis of these descriptions identified about 100 separate phrases that could be grouped into seven major categories and 18 subcategories. The frequency with which the different categories were used varied with the faculty member's field, sex, age, and orientation to teaching and with the level of the class. [Reproduced from best available copy.] (Author)