The relationship between structural coupling within schools and school effectiveness was examined through two questionnaire surveys of 89 public elementary and secondary schools in Kansas. The measures of school effectiveness included teacher perceptions of their school's adaptability and goal attainment, teacher job satisfaction, and student attitudes toward school. Structural coupling was measured by seven variables, comprising work interdependence among teachers and between teachers and learning disability specialists, school discipline procedures, teacher isolation, and teacher communication with principals, other teachers, and learning disability specialists. The two surveys covered 1,697 teachers and 880 students in the fall and 1,442 of those teachers and all the same students the following spring. Analysis of the coupling variables using measures of central tendency indicated the schools were loosely coupled. Correlation coefficients showed significant, positive correlations between the coupling variables and the measures of school effectiveness. This suggests schools with tighter coupling are more effective. The correlations were stronger in the spring than the fall. The authors suggest further research on schools' structural configurations, sociometric interaction patterns, and methods of structural coupling. (RW)