The effect of social class on progress of the individual student through school is examined in this research report. Based upon data from a range of studies, this investigation assesses the magnitude of the effects of class origins, scholastic ability, and a select number of other variables on (1) curriculum location, (2) participation in extracurricular activities, (3) level of student educational expectation, (4) level of educational encouragement accorded the student by counselors and teachers, and (5) teacher grades or academic performance. The results indicate that contrary to current revisionist thought there is little evidence to support a contention that social class has a strong effect on the progress of the individual high school student. Social class was not the source of largest effect on any of the five criterion measures. Other variables, including scholastic ability, interpersonal influence from parents and peers, and the personal educational objective of the student himself, had a larger influence upon school progress. (Author/DE)