The main reason for this study was to provide information to the district about the new architectural and programmatic features of its schools, particularly as they affect the quality of student achievement in the different types of schools. An additional purpose was to obtain information that would help teachers and principals improve some of these features. The independent variables considered were program openness and types of architecture. A number of dependent variables were examined--antecedents (characteristics of teachers and of students and physical characteristics of the schools), transactions (observation variables, principals' perceptions, resource utilization, program planning, and interpersonal relations), outcomes (cognitive and non-cognitive), and school and community. The results are summarized, conclusions drawn, and the implications of the conclusions noted. The implications and conclusions vary according to they type of community--Type I communities are those in which less than 15 percent of the students come from homes in which English is a second language; Type II communities are those in which more than 30 percent of the students come from homes in which English is a second language. (Author/IRT)