Results of 53 studies correlating 113 school based variables and 149 environmental variables were tabulated and compared to the Goals of Basic Education for Alberta, 1978. School-based variables were represented by five categories: school facilities, personnel, teacher characteristics, classroom climate/practices, and curriculum. Environmental variables were characteristics of the population, home, community, and individual student. Goals were classified under one or more of four domains: cognitive, affective, psychomotor and process (investigative skills). Ninety percent of the environmental variables were found to be statistically significant vs. 73% of the school-based variables; 84% of the studies investigated cognitive goals, while 16% investigated affective goals. Psychomotor and process goals were virtually ignored. Some environmental and school-based variables were identified as being positively, negatively, or ambiguously related to cognitive or to affective goals; if known, the strength of the relationship was reported as a correlation coefficient. These studies supported the notion, reflected in the Alberta Goals, that schools, home and community all share responsibility for improving achievement and attitudes. Research on non-cognitive goals and on curriculum, and a regression equation for validly comparing studies was suggested to be needed. (The 53 studies are listed.) (CP)