The primary purpose of this study was to identify school attributes that are associated with cognitive achievement and other selected student behaviors. The data were drawn from the base year survey of High School and Beyond, a national longitudinal study sponsored by the National Center for Education Statistics. More than 30,000 sophomores and 28,000 seniors in 1,015 high schools across the country were administered questionnaires and tests in spring 1980, and school administrators also completed questionnaires. Data from all these sources were used in the present study. Using schools as the unit of analysis and sophomore data as proxy measures of seniors' entry behaviors, the analysis revealed that the number of science and mathematics courses offered, the percentage of students in academic programs, and the number of discipline rules enforced in school are positively and significantly related to student test scores. This seems to suggest that schools that have orderly environments and offer an adequate academic curriculum produce higher achieving and better behaved students. One noteworthy finding is that private schools are not necessarily better than public schools with respect to cognitive outcomes when other school characteristics and student backgrounds have been taken into account. (Author/PGD)