In an effort to expand research on effective and ineffective schools into the area of student attitudes, this study examined the cognitive, as well as the noncognitive scores for two groups of Pennsylvania schools that had been identified as effective or ineffective. Cognitive and noncognitive data were available for all 500 school districts for the 6 years of Pennsylvania's Educational Quality Assessment program. In general, schools that were successful in cognitive areas such as reading, writing, and mathematics were successful in noncognitive areas as well. Ineffective schools, for most areas, were ineffective in both cognitive and noncognitive areas. A major concern was the low interest in school and learning scores found among secondary schools scoring high in cognitive (basic skill) areas. (Author/PN)