The purpose of this report is to identify variables related to student achievement and to review the literature relative to those variables. First discussed are the unalterable variables--abilitiy, socioeconomic status, and learning styles--which are related to student achievement but cannot be manipulated by educators. The rest of the report discusses alterable variables, or those which can be manipulated: time-on-task, formative and summative testing, mastery learning, cognitive entry characteristics, class size, motivation, and home-based reinforcement of school behavior. The paper concludes that the implementation of strategies designed to manipulate alterable variables or respond to unalterable variables should be supported by school policies, personnel, and budgets. (Author/LD)