This report presents the process-outcome relationships discovered in the Texas Junior High School Study of correlates of effective teaching. Classroom processes and cognitive and affective indices of outcome are discussed for two subject areas (English and math) and for classrooms with varying levels of entering ability. The four separate papers in this compendium focus on the following : (1) overview of methodology and rationale; (2) high inference ratings of general behaviors; (3) low inference coding of specific behaviors; and (4) comparison of findings for cognitive and affective criteria. The results indicated that student characteristics were most influential on learning outcomes in English classes, but that teacher behavior was more important in math classes. Effective instruction was more readily identifiable in the math classes as well. Further results emphasized that caution should be exercised in any attempt to use student ratings in teacher evaluation. The data for the research is presented in tables, and references are provided. (DS)