The effects of institutional types and their structural and compositional characteristics on students entering two- or four-year academic programs were examined, with a focus on students' educational attainment. Data were obtained from the National Longitudinal Study of the High School Class of 1972. Individual student variables were considered, including: four measures of socioeconomic status, race, sex, gender, religion, three measures of academic preparation, educational and occupational plans, and parental aspiration for the student. Four variables dealt with individual level of involvement with the student role and other potentially competitive roles. Academic performance, faculty contact, and level of satisfaction with the college were also assessed. Institutional variables included type of college (private/public universities, four-year colleges, and two-year colleges); college selectivity level; percent of low income students; percent of minorities in the freshman class; college size; number of majors offered; percent of part-time students; percent of vocational majors offered; percent of graduate/professional students; student costs; and expenditures per student. In general, more academically selective, smaller, less vocationally oriented colleges with high levels of structural integration have positive effects on student attainment, as do colleges with larger proportions of low income and minority students. Statistical tables and a list of references are provided. (SW)