Just as urban ecologists have shown that social behavior such as delinquency is related to spatial patterns, educational achievement should logically be related to socio-spatial patterns. Accordingly, the hypothesis of the present study is that school neighborhoods can be ecologically grouped so as to enhance the prediction of achievement. The elementary schools of three large public school districts in the Kansas City Metropolitan Area constitute the population in this study. The unit of analysis used in this study is the individual elementary school as outlined by its attendance area. Two working hypotheses were formulated: (1) school neighborhoods can be grouped into meaningful homogeneous types; and (2) including neighborhood type will significantly improve prediction of academic achievement over and above socioeconomic variables which are known to account for a substantial proportion of the variation in achievement among students in the public schools. Fifteen typologies of neighborhoods were produced by manipulating various combinations of factor and cluster analyses. It was found that neighborhood type as delineated by several typological approaches did significantly improve the prediction of academic achievement over and above variance attributable to the best socioeconomic predictors. (Author/JM)