The article describes an approach to assessment of the performance of educational institutions with regard to their social context. To develop this approach, the authors were guided by (1) the results of numerous studies corroborating correlations between student performance and contextual factors (both in Russia and abroad); (2) the experience of foreign colleagues working with similar problems; and (3) The ideas of availability of a baseline minimum of information required to make these kinds of assessments possible in Russia. The idea behind the proposed assessment model is that with the necessary data consistent correlations between student performance and contextual factors can be empirically identified. Researchers usually establish these correlations using a multiple regression analysis. The results of the analysis, established empirical correlations, may be used to contextualize formal progress (i.e., to adjust expectations for institutions working in more or less favorable conditions). Two possible applications of this information are discussed: one based on a formula and the other on an index specially developed by the authors for measuring school's social prosperity. Finally, possible constraints associated with these models and the contextual factors for assessing the quality of education in Russia are analyzed. [This article was translated by Peter Golub.]