The general emphasis of Project LONGSTEP was on the identification of changes in student achievement that occur as a result of exposure to intensive educational innovation. This volume explores the possibility that growth in student achievement test performance and positive changes in school-related attitudes were highly associated with highly innovative school environments. Both student outcome scores and treatment data in language arts, mathematics, social studies, and science were aggregated to the school level so that the more general question of the relation between school environments and outcomes could be explored. Important differences among schools with respect to the achievement test performance and attitudes of their students existed in a number of samples analyzed. Greater average growth in achievement test performance and positive changes in attitude were not associated with school-level emphasis on innovation and individualization. Measures of growth in achievement were typically not related to quantity of schooling indices. There was, however, a tendency for these indices to be positively related to student attitudes toward schooling. In general, changes in average student attitudes toward school were not significantly related to average growth in achievement. However, the majority of correlations were positive. In respect to the primary hypothesis, the results of this study indicate that innovative school environments did not demonstrate a substantially positive impact on either achievement or student attitudes. "Data Collection Instruments and Guidelines" developed for Project LONGSTEP referenced in Vol. I, Chapter II, Section C, will be accessioned TM 005 987 in RIEMAY77. (RC)