This paper examines Alabama's State Education Report Card for the year 2000. It identifies predictors for student academic achievement at both the district and school levels for 128 public school systems and 1,272 public schools. Separate analyses were conducted for 61 city and 67 county school systems. The variables included number of students, percent of students on free and reduced-price meals, average daily attendance, per-pupil expenditure, drop-out percentages, school-system revenue sources, and percent of system and school employees with bachelor's degrees, master's degrees, or 6-year doctoral administrative licensure. Findings show that significant differences exist between city and county school districts. Some of the disparities between city and county school districts may have been the result of differences in allocation of funds and in participation in programs that are specific to the needs of city or county school districts. The percent of students at the poverty level had a negative effect on achievement at both district and school levels. Student achievement levels were positively affected by postbaccalaureate faculty education, ample funding from local revenue sources, and high attendance. The negative correlation between student achievement and the percent of teachers with bachelor's degrees suggests the need for both continuing professional development for experienced teachers and internships for beginning teachers. (Contains 25 references and 11 tables.) (RJM)