STUDIES WERE MADE IN KANSAS HIGH SCHOOLS TO DETERMINE THE EFFECT OF SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. THE FOLLOWING AREAS WERE CONSIDERED-- THE SCHOOL INVOLVED IN THE STUDY, THE DATA GATHERED FROM RECORDS AND RESEARCH, OUT-OF-SCHOOL ACTIVITIES, AND THE PLACE OF HIGH SCHOOL STUDENTS IN THE TOTAL LIFE OF FOUR SMALL TOWNS. THE ASSUMPTION THAT A RICH CURRICULUM, VARIED EXTRACURRICULAR ACTIVITIES, AND GOOD FACILITIES NECESSARILY MEAN RICH EXPERIENCES FOR THE STUDENTS IS REFUTED. THIS REFUTATION ARISES FROM THE CONFUSION BETWEEN FACILITIES AND EXPERIENCES. MOST OF THE STUDIES SHOWED THAT THE GREATEST PARTICIPATION IN STUDENT GOVERNMENT AND EXTRACURRICULAR ACTIVITIES, THE LARGEST PERCENTAGE OF STUDENTS ASSUMING LEADERSHIP POSITIONS AND RESPONSIBILITY, THE MOST USE MADE OF A VARIETY OF COURSES OFFERED, AND THE GREATEST INVOLVEMENT IN COMMUNITY LIFE CAME FROM THOSE SMALL SCHOOL-SMALL TOWN ADOLESCENTS. SCHOOLS ARE SPECIALIZED ENVIRONMENTS ESTABLISHED IN ORDER TO PRODUCE CERTAIN EDUCATIONAL OPPORTUNITIES AND EFFECTS. HOWEVER, WITHOUT STUDENT PARTICIPATION, ENTHUSIASM, AND RESPONSIBILITY, THE EDUCATIONAL PROCESS IS NOT FULFILLED, REGARDLESS OF EXCELLENT FACILITIES. THEREFORE IT APPEARS THAT INCREASING SCHOOL SIZE, IN AND OF ITSELF, IS RELATIVELY INEFFECTIVE MEANS OF ACHIEVING RICHNESS AND VARIETY IN EDUCATION.