This research examines the extent to which individual-level and school structural variables are predictors of academic achievement among a sample of 10th grade students abstracted from the National Educational Longitudinal Study database. A secondary analysis of the data produced the following findings. The study results show that individual-level predictors, such as student effort, parent-child discussion, and associations with positive peers, play a substantial role in increasing students' achievement. Furthermore, the results also suggest that school climate--in particular, the sense of school cohesion felt by students, teachers, and administrators--is important to successful student outcomes. In total, school structural characteristics were found to have relatively small effects on student achievement when compared with individual-level characteristics. Given these results, interventions aimed at improving academic achievement need take into consideration the impact of individual-level and school structural factors on students and their ability to succeed. (Contains 2 tables and 5 notes.)