This study was undertaken in a single school district to determine if variation in reading achievement levels was related to some social factors. The social factors analyzed included student IQ, student socioeconomic status (SES), teacher SES, school SES, and school classroom SES. Data was culled from the personal records of 1,522 students. Subject came from the total population of the fifth and sixth grade students enrolled in one school during the 1971-72 school year. A multiple regression program was used to assess the relative importance of the various predictors of reading achievement. To determine the validity of the teacher and classroom SES interaction effect, the analysis of variance technique was used. The results of this study indicated that student IQ was the most important determinant of reading achievement when status scores were used as measures of reading success. The second variable related to student reading achievement was student SES school mean, a school social climate measure. (Author/TS)