This paper examines the relationship between the evaluation (for both behavior and academic work) and authority systems of public high schools and the extent to which students in those schools become disengaged. Student disengagement is reflected in student absenteeism, low-level student participation in school, and student participation in negative activities in school. The theory of evaluation and authority developed by Sanford Dornbusch and W. R. Scott is used to identify problems in the evaluation system for high school students and to examine their impact on student disengagement. Detailed interviews were conducted with 65 high school students from two suburban mid-western high schools. Students were asked to respond to questions about the impact of the school's evaluation system on them personally and then to report on the extent to which they declined to participate or participated at low levels in the school program and the extent to which they participated in negative activities in school. The interviews revealed an association between the problems in the school evaluation system and student disengagement from school. These results help explain those from earlier studies and suggest changes in school policies that could reduce student disengagement. (Author/MLF)