This study sought to determine the degree to which school and community factors influence mathematics and science achievement of public school students in Georgia. Of particular concern was identifying variables to assist educators, parents, and other child advocates in providing academic programs that are responsive to the needs of learners. Data were taken from the 1996-1997 academic year using school districts in Georgia's 159 counties. Thirty of the 40 correlations were statistically significant and documented that lower academic performance in science and mathematics is related to high unemployment, high infant mortality, high enrollment in remedial classes, high drop out rates, low income, low number of adults with high school diplomas, and low enrollment in gifted classes. The analysis verifies strong relationships between school performance and specific community and school characteristics. (Author/SOE)