This study, focusing on 165 public elementary schools in Hawaii, examined the use of test scores as measures of curriculum effectiveness and identified context and input variables that may impact on these measures of effectiveness. Demographic characteristics and test data on approximately 12,000 third graders were used to obtain 165 school summaries for the 1987-88 school year. Data from 1984 and 1987 administrations of the Stanford Achievement Tests to 10th graders were also used in the analysis; these data were available for approximately 7,000 students. Regression models were used to allow comparisons of national and state data when the two samples were not equivalent due to socioeconomic and other demographic variables. Schools were ranked for effectiveness in reading and mathematics. Results indicate that rankings of only a few schools in Hawaii are significantly affected by the specific variables or techniques used in ranking. Future research should address the types of variables that should be included in statistical models; candidate variables include single-year indices, improvement over a period of time, and indices adjusted for demographic characteristics. Four data tables and one graph are included. (TJH)