Student achievement data from 92 school districts in South Carolina were analyzed to determine which input variables were most likely to affect educational quality. Fourth and seventh grade samples were scrutinized to determine the effects on achievement when the shared variation between achievement and the context variables was removed. The data consisted of four context, fourteen input, and five criterion indicators. Context indicators are those quantifiable variables which may affect educational quality but are not subject to change at the state or district level, e.g., racial composition of student population. Input indicators are those quantifiable characteristics which are subject to manipulation and which may significantly relate to learner outcomes, e.g., handicapping conditions. Criterion indicators are quantifiable variables which measure learner outcomes, e.g., dropout rate. The classification variable, school grade size, was also introduced. Major results were obtained through zero-order correlation analyses, partial correlation analyses, and regression analyses. Results showed that two context variables--racial composition of student population and percentage of students receiving free or reduced price lunches--were the best predictors of achievement at both the 4th and 7th grade levels. Local revenue per pupil and sparsity (density of school age population) were also consistently associated with achievement. This document presents a summary of the findings. (MV)