Data collected on teacher, classroom, and school characteristics from 38 schools participating in "A Study of Schooling" were analyzed to determine some of the cultural variables that separate schools that are more renewing from those which are less renewing. The following constructs emerged: (1) authority and decision making structures; (2) informal organizations; (3) professionalism; (4) climate; (5) support and resources; (6) communication; (7) leadership; (8) goals; (9) roles and status; (10) rewards; (11) participation; (12) problem-solving orientation; and (13) values and beliefs. A subsample of 18 schools was selected for defining a school as "more" or "less" renewing. A cluster analyses produced three sets of variables: personal/demographic focused; school focused; and class/curriculum focused. Discriminant analysis was used to assess the extent to which the sets of contextual variables thought to be the most important in effecting school renewal differentiated among teachers in "more" as compared to those in "less" renewing schools. Findings indicated that school-level variables, more than individual teacher characteristics, are more critical for school change. Seven pages of references conclude the report. (Author/JD)