This study of 139 K-12 Milwaukee public schools examines the effect of building condition on student test scores compared to other influences such as family background, socioeconomic status, race/ethnicity, attendance, and student discipline. The study analyzed performance on the Wisconsin Student Assessment System Mathematics, Science, Language, and Social Studies tests of fourth, eighth, and tenth grades of each school in 1996, 1997, and 1998. Results show that student success is significantly related to facility condition. Facility condition was found to be a stronger predictor of academic achievement than many family background factors and socioeconomic conditions. An appendix contains the full regression tables for the analyses of the Wisconsin Student Assessment Tests. (Contains 13 references, 18 tables, 1 figure.) (GR)