Examined differences among classes in academic and psychosocial aspects of school adjustment. Multilevel analyses showed that 83.5% of the variance was at the child level, 10.3% at the class level, and 6.2% at the school level. Social structure indices yielded significant correlation indicators of social interaction and intellectual competence and explained part of their variance at the class level. (Contains 76 references and 3 tables.) (GCP)