Extensive research has been conducted on numerous factors influencing the academic achievement of school children. While many studies have emphasized individual factors to explain differences in social behavior and academic achievement, others have examined macro-level factors, including those addressing the role of parental socioeconomic status. The cumulative influences of structural factors on academic achievement, however, have not been adequately explored. Studies linking community, school, and family factors to academic achievement are particularly relevant in light of research stressing the importance of structural factors on adolescent development and the national movement to reform public schools. Using data derived from the Virginia Department of Education's Outcome Accountability Project, the present study addressed the influences of community, school, and family structural factors on academic achievement of eighth-grade students as measured by composite scores on the Iowa Test of Basic Skills (ITBS). Using hierarchical linear regression to model indicators of these structural factors, a total of 65 percent of the variance was accounted for in adolescent academic achievement at the school district level. Socioeconomic status demonstrated the strongest relationship with the outcome variable of the ITBS composite score. The results of this study warrant further investigation. (Author/HTH)