In an effort to understand the schooling process, a longitudinal study was conducted of children enrolled in three elementary schools. Children entering first grade in a middle class white school, an integrated lower class school, and an all-black lower class school were followed to the end of third grade. This final report of the study presents eight chapters. Chapter 1 raises basic questions about schooling, including considerations of policy and research strategy. Chapters 2 and 3 review psychological and sociological research bearing on schooling. In chapter 4, an heuristic model of the schooling process, incorporating psychological and sociological variables, is offered. This model is elaborated in chapter 5, and the sets of models designed for each of the three schools are described. (Specifically discussed are six cyclic models reflecting the schooling process and the rationale for model constituents and structure.) Parameter estimation, and discussion of the estimates, is the topic of chapter 6. Models described in this chapter focus on the process of schooling in order to clarify two cognitive outcomes (teachers' marks in reading and arithmetic) and four affective outcomes (teachers' marks in conduct and childrens' expectations in reading, arithmetic, and conduct). Chapter 7 comments on the significance of these outcomes, and chapter 8 presents an overview of the study. It is suggested that the models account for both cognitive and affective outcomes in all three schools. In addition, it is asserted that somewhat different processes lead to achievement and to affective development in each educational setting. (BJD)