A model is proposed and tested which suggests that students who come to school with more positive attitudes toward the political system generalize these attitudes to the school as a substitute political system. In turn, they seek out involvement in extracurricular and governance activities in the high school. To test this model, two attitude questionaires were given to about 200 students in urban, suburban, and rural high schools. Four basic attitudes were measured: social trust, social integration, political interest, and political confidence. Findings indicate that sociopolitical attitudes toward society do generalize to the school as a political system. Students with Positive school sociopolitical attitudes are inclined to involve themselves in school activities which contribute to the development of political competence. School political attitudes of interest and confidence are particularly strong predictors of this involvement. Grade level has a modest impact on involvement, while gender appears to have negligible impact. It is suggested that further research is needed on the school as a surrogate political system, on the perceptions boys and girls have about the relevance of school activities to future political roles, and on the political characteristics of schools. (Author/JK)