The Student Attribute Study identified student characteristics and behaviors related to teacher expectations and attitudes. Children in grades two through five were identified who received consistent teacher rankings (high, medium, or low) over a two-year period on one or more of 13 bipolar scales describing student characteristics and teacher expectations. Students ranked consistently by two teachers across two years on at least one of the bipolar scales were identified and observed in their classrooms toward the end of the second year. Process data were collected using a multi-faceted coding system which provided for recording dyadic contacts in several contexts. These codes captured both the quality and quantity of the target students' interactions with their teachers. In addition, classroom observers completed a behavior checklist on the target students they observed. Checklist items, as well as the other data subsets, were analyzed by grade and sex and for high, medium, or low teacher rankings on the 13 scales. Also, in a free-response situation, teachers and classroom observers provided short adjective descriptions of the most salient characteristics of each child. (The background, rationale, and methodology of the study are described in detail, with the data presented in the appendixes.) (Author)