In two succeeding years, 1974 and 1975, the same attitude questionnaire is given to students in succeeding grades to determine attitude change as they move from third to fourth grade or from sixth to seventh grade. Rather than reporting on each of thirty-five attitude items separately, a statistical technique is applied to select the most significant clusters of attitudes at each grade level. These factors are reported as single scores for each student, reflecting the number of items which are answered in a manner indicating positive attitude. Change in student attitudes between grades is reported by looking at the difference between the attitude score in the later grade and the score in the earlier grade. The effects of race, sex, and building assignment, as well as the effect of class room organization (not only for third and fourth grade group) are reported for each factor. Results indicate that, among early elementary students, attitudes toward school are the strongest factor in student attitudes. At the elementary level, attitudes toward math emerge as the strongest cluster of student attitudes, with racial attitudes and attitudes toward reading and toward school following. An important conclusion is that building assignment plays a role in how students feel about themselves, other students, their school life, and school work. (Author/AM)