THIS REPORT PRESENTS CORRELATIONAL AND REGRESSION ANALYSES OF VARIOUS COMBINATIONS OF SUBSETS OF NINTH-GRADE STUDENT BODY AND SCHOOL VARIABLES FROM THE EDUCATIONAL OPPORTUNITIES SURVEY (COLEMAN REPORT), IN AN ATTEMPT TO ISOLATE DIFFERENT SCHOOL INDEXES THAT CONTRIBUTE TO ACHIEVEMENT. IT IS HOPED THAT THE INDEXES OBTAINED FROM THE 400 ORIGINAL VARIABLES USED IN THE ANALYSES WILL REDUCE THE VOLUME OF DATA PROCESSING AND THE COMPLEXITY OF LATER ANALYSES. SCHOOL AND STUDENT BODY VARIABLES SUCH AS RURAL-URBAN LOCATION, NUMBER OF ENROLLED STUDENTS, PRINCIPAL'S TRAINING, PUPIL-TEACHER RATIO, SCHOOL ACHIEVEMENT LEVEL, SOCIOECONOMIC STATUS OF THE STUDENT BODY, AND THE RACIAL AND ETHNIC COMPOSITION OF THE STUDENTS WERE ALL ANALYZED. STUDENT BODY VARIABLES MADE A GREATER RELATIVE CONTRIBUTION THAN SCHOOL VARIABLES TO THE STUDENTS' ACHIEVEMENT LEVELS, EXPECTATIONS, ATTITUDE TOWARD LIFE, EDUCATIONAL PLANS, AND STUDY HABITS. THE RESULTS OF OTHER ANALYSES SUGGEST THAT PERSONNEL EXPENDITURE VARIABLES MAY BE MOST IMPORTANT IN PROMOTING ACHIEVEMENT. REGIONAL DIFFERENCES IN THE DEPENDENCE OF SCHOOL ACHIEVEMENT ON STUDENT BODY HOME BACKGROUND AND RACIAL-ETHNIC COMPOSITION WERE ALSO FOUND. OTHER FINDINGS INDICATE THAT THE SCHOOL VARIABLES THAT CONTRIBUTE TO ACHIEVEMENT MAY HAVE DIFFERING EFFECTS UPON STUDENTS FROM DIFFERENT SOCIOECONOMIC BACKGROUNDS. IT IS FELT THAT SUCH FINDINGS SUGGEST THAT IMPORTANCE OF STUDYING THE EFFECT OF SOCIOECONOMIC STATUS ON SCHOOL ACHIEVEMENT. (DK)