Modern management theory, based on the reduction of uncertainties, demands the collection and manipulation of large amounts of information. School Administrators choke in the process of trying to digest a proliferation of data, only some of which are useful. The aims of the study were to explore the extent to which large amounts of data could be reduced meaningfully, and to isolate those factors that describe the state of the school system most aptly. From 46 items selected as representing typical school administration data, factor analyses of both ratio and raw data revealed school size and education costs to be primary factors. Thoughtful use of school statistics is needed, especially in terms of the fundamental meaning and appropriateness. (RA)