This study identifies the policy variables that are effective in increasing student verbal achievement in urban grammar schools and high schools, and estimates the impact of these variables upon verbal achievement, expected years of education completed by a typical student, and expected lifetime earnings of a typical student. A theoretical model of student motivation is developed and used as a guide in the specification of an empirical model of student achievement. The empirical model is estimated using the data gathered for the following: (1) research methodology; (2) summary of results, conclusions, and recommendations; and (3) analytic and empirical background for the conclusions and recommendations. Included in the third section are geometric and mathematical treatments of the data, replete with numerous tables, figures, and charts. (Author/SB)