A study of the correlates of cognitive achievement in Pennsylvania's Educational Quality Assessment Program was conducted by examining both individual (student level) and ecological (building level) correlations. Analyses were completed for grade levels 5, 8 and 11 for the 1985 state assessment. Twenty-four student derived condition variables or education indicators, classified as home environment, school environment and perception of instructional processes served as correlates. The education indicators classified as school environment were significantly associated with building achievement at nearly each grade level. Partialling out the effect of socioeconomic status (SES0 reduced the relationship between achievement and student perception of study habits to non-significance; however, perception of classroom discipline, interest in school and self-concept exhibited reductions of just 1 to 7 percent of the variance, thereby retaining modest relationships with building achievement. Generally weak relationships were observed between building achievement and perceptions of instructional process. A major exception occurred for timely return of teacher tests at grade 8, which exhibited a strong relationship with building achievement essentially unaffected by partialling on SES. A summary of instruments for measuring student achievement outcomes and a chart describing condition variables or education indicators are appended. (Author/PN)