This study examines the relationship between size of school district (ADA) and several measures of educational outcome (mean and median reading and arithmetic scores at the 5th grade level) while controlling statistically for student and financial inputs (socioeconomic characteristics of communities and dollar expenditure per ADA, respectively). The population consisted of all California school districts with elementary school programs which were within Standard Metropolitan Statistical Areas of the State of 1960. A grouping variable was used to distribute the 245 school districts by type of district. Ten measures were used as independent variables, eigh" of which represented socioeconomic measures believed to be descriptive of the students and of the community (student input), one which measured financial resources available to the school district (financial input), and one which was a manipulatable characteristic of the system (ADA). Multiple correlation coefficients were run on the variables. The results revealed that neither the financial input variable nor the district size variable showed any significant linear relationship to any of the student output measures. It was concluded that given the equivalent financial resources and comparable socioeconomic characteristics, there is no evidence that greater educational benefits are produced in larger school districts with elementary school programs. (HW)