An adapted version of the Bidwell-Kasarda model on school district organizational effectiveness was used to examine all 66 school districts in Louisiana in 1974-75. In an effort to remedy some of the problems in the Bidwell-Kasarda model, student retention rate was substituted for student achievement as the measure of district effectiveness, some variables were rearranged, and the percentage of rural students was added as a variable. Secondary data was used; path analysis and zero-order correlations were the statistical techniques employed. Results indicated significant effects between pupil-teacher ratios and the district's fiscal resources, parental education level, and rural population, while administrative intensity was significantly affected by size, fiscal resources, and disadvantaged population. None of the model's variables significantly explained the professional support component. The only other significant effects shown by the model were between qualifications of the staff and fiscal resources, and between school district retention rates and staff qualifications. The model did show fiscal resources had substantial effect on retention rates that were mediated by intervening variables. Neither the adapted nor Bidwell-Kasarda models accounted for much variation (21% and 25% respectively). (RS)