If more small schools than "expected" are among the high achievers, then creating more small schools would raise achievement across the board, many proponents of small schools have argued. In this article, the authors challenge the faulty logic of such inferences. Many claims have been made about the advantages of smaller schools. One is that, when schools are smaller, students' achievement improves, all else being equal, of course. Here, the authors point out that it does not imply that being small means having a greater likelihood of being high performing. To illustrate their point, they consider the example of kidney cancer, using maps of the U.S. showing age-adjusted kidney cancer rates for men, in different ways. Among other things, they discuss Pennsylvania's test scores, using statistics from the Pennsylvania System of School Assessment (PSSA) and point out that size of schools may matter. (Contains 5 figures and 6 endnotes.)