Most school administrations rely on one of two main forms of social control to ensure teacher conformity with organizational goals. The first, feedback and socialization, depends on teachers' attitudinal and behavioral conformity, commitment, and personal involvement in maintaining high standards. The second, programming and sanctions, depends on a system of punishments and rewards to ensure conformity. Data from 52 elementary schools in a large urban school system revealed that greater reliance on the feedback and socialization mode leads (1) to higher teacher conformity and (2) to a correspondingly high level of student achievement. Control by sanctions, conversely, has a negative effect on conformity and on achievement. Data also revealed that the negative relationships between the sanctions mode of control and conformity are greatest in schools where the average amount of teacher training and experience is lowest. This study concludes that administrators can, therefore, affect student achievement by using feedback and socialization as a way of achieving organizational coordination and control. Appended are 3 tables, 11 figures, 10 notes, and a 16-item bibliography. (IW)