The stated purpose of this study is to determine what pupil, teacher, and school district characteristics relate to young children's expressed attitudes as measured by the School Sentiment Index and to determine the usefulness of this measurement instrument. The subjects of the study were kindergarten through grade two children who received compensatory education during the 1972-73 school year. Three questions are addressed: (1) What are the interrelationships of pupil attitudes toward school at the end of the school year and selected other pupil, program, teacher, and school district factors? (2) Does attitude toward school, pre-test reading level, reading test gain, extent of school district disadvantagement, and cost of the compensatory program vary when the data are grouped according to the grade promotion status of the pupil, the emphasis of the compensatory instruction provided, the size of the group in which the pupil received compensatory instruction, or the specialized background of his compensatory teacher? and, (3) What is the value of using the School Sentiment Index on a year-end basis for pupil, school district, and statewide evaluation purposes? It was concluded that one major value of the School Sentiment Index lies in using it to interpret group scores of young children for compensatory education evaluation purposes. Several limitations of the study, along with definitions of terms, are provided. Results for each question are described in detail. (Author/AM)