This report summarizes the findings of the Louisiana School Effectiveness study, designed to identify school level attitudes and behaviors which predict students' achievement. Principals, teachers, and students in 76 schools with third grade classrooms responded to school climate questionnaires. Data for the students also included scores on the Louisiana Basic Skills Tests, scores on the Educational Development series test, and student socioeconomic (SES) characteristics. Data analyses were divided into two distinct efforts: (1) an input-output model designed to predict student achievement from student SES and school climate, and (2) a description of six different types of schools (three levels of effectiveness x two levels of SES). Factor analysis followed by regression analysis indicated that there were four significant contributors to the variance in test scores: student SES, student perceptions of how much the teachers and other students care about grades, students' future educational expectations, and student perceptions of negative school climate. Recommendations for school improvement included school level recommendations, local system level recommendations, and state level recommendations. (BW)