This paper investigates the effects of school on learning as exhibited in this research. In all three studies, there were regressional analyses carried out in which the total variation to be accounted for was that between school averages, and regression analyses in which the total variation to be accounted for was the full variation between individual students. In examining overall effects of school variables, the between-student analysis should be used even though it includes a lot of variance due to individual differences within schools. It appears better to recognize that school variables can account only for that fraction of the total variance that lies between schools, and to use the between-student analysis for the study of effects of school variables. In the use of the between-student analysis, six countries are focused on which engaged in testing in literature, reading, and science: Chile, England, Finland, Italy, Sweden, and the United States. In addition, the analysis is confined to the 10 and 14 year-olds. Several general results are useful to state. For all three subjects, the total effect of home background is considerably greater than the total direct effect of school variables. Comparisons between ages 10 and 14 show a slightly higher total direct effect of schools at age 14 than at age 10 but a smaller proportion of it independent of home background. The data show fairly conclusively that reading achievement is more fully an outgrowth of home influences than are either of the two subjects, less a function of what takes place at school. (Author/JM)