This study investigated the unique relations between school concentrations of student risk factors and measures of reading, mathematics, and attendance. It used an integrated administrative data system to create a combined data set of risks (i.e., birth risks, teen mother, low maternal education, homelessness, maltreatment, and lead exposure) for an entire cohort of third-grade students in a large urban school district. At the school level, high concentrations of children with low maternal education, inadequate prenatal care, homelessness, and maltreatment were most significantly detrimental for student educational well-being. When concentrations of risks at the school level were considered simultaneously with race and poverty, the concentration of poverty was no longer significantly related to targeted educational well-being indicators. For reading achievement and attendance, concentrations of both poverty and race were not significant. Implications for school accountability and community collaborations are discussed.