THE DATA FROM THE SEVERAL STUDIES ANALYZED IN THIS REPORT HAVE BEEN COLLECTED AS PART OF AN ON-GOING EFFORT TO IMPLEMENT THE ABT ASSOCIATES' EDUCATION COST EFFECTIVENESS INSTRUCTIONAL PROCESS SUBMODEL, WHICH IS DEVELOPING TECHNIQUES TO EVALUATE THE QUANTITATIVE, CAUSE-AND-EFFECT RELATIONSHIP BETWEEN THE INSTRUCTIONAL PROCESS AND SCHOLASTIC ACHIEVEMENT. THE SUBMODEL AND OTHERS OF THE OVERALL EDUCATIONAL COST EFFECTIVENESS MODEL, DEVELOPED IN RESPONSE TO THE FINDINGS OF "EQUALITY OF EDUCATIONAL OPPORTUNITY" (THE COLEMAN REPORT), DEVELOP TECHNIQUES TO EVALUATE THE RELATIVE SCHOOL, STUDENT, AND COMMUNITY EFFECTS, AND ASSOCIATED EVENTS OF TITLE I PROGRAMS FOR THE DISADVANTAGED. THE ANALYZED STUDIES IDENTIFY SPECIFIC QUANTITATIVE DATA ON (1) COMMUNITY AND HOME ENVIRONMENT VERSUS ACHIEVEMENT, AND (2) SCHOOL ENVIRONMENT VERSUS ACHIEVEMENT. ALSO, TO DEMONSTRATE THE RELATIVE MAGNITUDES OF ENVIRONMENTAL VERSUS INSTRUCTIONAL FACTORS, A SERIES OF CALCULATIONS ARE MADE FROM CORRELATIONS IN "EQUALITY OF EDUCATIONAL OPPORTUNITY." IT IS FELT THAT OBTAINING THIS QUANTITATIVE DATA IS DIFFICULT BECAUSE ONLY A FEW AVAILABLE STUDIES DEAL EXCLUSIVELY WITH SCHOOL ENVIRONMENT VERSUS ACHIEVEMENT AND THAT MUCH OF THIS USEFUL INFORMATION IS LIMITED BY RESEARCHERS' CONCERN FOR THE METHODOLOGY OF A STUDY RATHER THAN ITS RESULTS. (EF)