This study investigated the use of teacher perceptions of school effectiveness variables as part of the Pennsylvania state assessment program and briefly reviewed the teacher survey instrument development. Data were available for 155 of the 500 school districts from the 1985 Educational Quality Assessment administration. A norm sample included 111 high schools, 138 junior high schools and 361 elementary schools. Students were tested in grades 5, 8, and 11. Pearson correlation coefficients were calculated between teacher perceptions of school effectiveness variables and student achievement as well as student attitudes. Teacher perceptions of school effectiveness variables were found to have a statistically significant link with most of the student achievement measures. Rather low correlations, which in many cases were not statistically significant, were found between teacher perceptions of school effectiveness variables and student attitudes. Teacher perceptions of school effectiveness variables (when used with other school and student variables) were not the best predictors of student achievement in multiple regression. Appendix A lists 44 school climate variables with their measure weighting and description. Appendix B contains the teacher perceptions of school effectiveness variables with percentages by response option. (PN)