The relationship of nonintellectual factors to academic achievement in 58 Scottish high schools is examined. The main purpose of the study was to identify those features of student backgrounds which have a bearing on academic achievement. Factors studied include socioeconomic class, pupil and parental aspirations and attitudes, staffing and type of school, home characteristics, parental support, and pupil variables. The method used was to survey a cross section of 5,200 Scottish secondary school students, their parents, teachers, and school administrators. Researchers evaluated the confidential questionnaires and found that parental attitudes, student aspirations, and student abilities are more important than social class in determining academic achievement. Among the nine conclusions based on research results are that (1) the "experience of teachers" factor did not produce a consistent pattern; (2) teachers' forecasts and allocation to specific courses of study are of high predictive significance; and (3) students taught by a small number of teachers are likely to be high academic achievers. (Author/DB)