In order to investigate the relationship between 7 school system characteristics and student achievement test scores in the 45 metropolitan and 82 nonmetropolitan Alabama school systems, 1979 California Achievement Test combined battery scores for 8th and 12th grade students attending each system in the state were analyzed. For both metropolitan and nonmetropolitan systems the most significant structural factors accounting for the variation in metropolitan-nonmetropolitan student achievement test scores were the percentage of black enrollment, which had a negative effect on scores, and the type of school system (city or county). Students in independent city school systems attained higher average test scores. In nonmetropolitan systems, a weak positive relationship was shown between per pupil expenditure and 8th grade scores and between average daily attendance and 12 grade scores. For metropolitan systems a positive relationship was shown between per pupil expenditure and teacher-student ratio and 8th grade scores. Enrollment, average high school teacher salary, and average daily attendance had no effect on student achievement. This study was different in that it concentrated on the structural characteristics of the schools, and in that it controlled for the socio-economic differences that exist between metropolitan and nonmetropolitan areas. (SB)