Abstract
Abstract This study reconsiders a model of school district effectiveness proposed by Bidwell and Kasarda (1975), including certain criticisms of their design, in an assessment of the determinants of academic achievement Multiple regression and path analysis are used to analyze a 10 variable path model constructed to determine if the Bidwell-Kasarda findings hold for a similar data set on 127 school districts in Virginia and to assess the influence of academic ability on school effectiveness models. Few of the major findings produced by Bidwell and Kasarda's study of Colorado school districts are observed with the Virginia data. Although there is some evidence that the environmental conditions influenced district organization directly, organizational attributes are not effective as mediating mechanisms between environmental input and achievement output, and they have no direct influence on achievement. Further, Virginia's achievement levels are significantly and directly influenced by all of the environmen...
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