Student achievement data from 92 school districts in South Carolina were analyzed to determine which variables were most likely to affect educational quality. Fourth and seventh grade samples were examined to determine the effects on achievement when the shared variation between achievement and the context variables was removed. The data included four context, fourteen input, and five criterion indicators. Context indicators are those quantifiable variables which may affect educational quality but are not subject to change at the state or district level, e.g., local revenue per pupil. Input indicators are those quantifiable characteristics which are subject to manipulation and may significantly relate to learner outcomes, e.g., handicapping conditions. Criterion indicators are quantifiable variables which serve as measures of learner outcomes, e.g., achievement test scores. The classification variable, school grade size, was also introduced to provide for schools which contained only one class per grade level. Major results were obtained through zero-order correlation analyses, and regression analyses. Two context variables--racial composition of student population, and percentage of students receiving free or reduced price lunches--were the best predictors of achievement at both grade levels. Local revenue per pupil and school age population density were also consistently associated with achievement. (MV)